Series 2558: Constituent Correspondence, 2000-2003
36090
From: "Honeysett, Adam" <Adam.Honeysett@ed.gov> BC: Governor Musgrove Created: 3/1/2002 9:41 AM Subject: ED Review (03/01/02) Message: > <<...OLE_Obj...>> > > ED REVIEW > March 1, 2002 > > ...a bi-weekly update on U.S. Department of Education activities > relevant to the Intergovernmental and Corporate community > ________________________________________________________ > > <<...OLE_Obj...>> PARTNERSHIP: LOCAL SCHOOL LEADERS > > Continuing his "Partnership to Leave No Child Behind," Secretary Paige > hosted superintendents and board members from some of the country's > largest school districts on February 18-19. The conference allowed the > Secretary and senior staff to outline elements of the No Child Left Behind > Act and to hear comments and suggestions from 45 local school leaders who > will be responsible for implementing many of the new provisions. "As the > leaders of our great urban school districts, you oversee the education of > almost four million children -- more than eight percent of our nation's > public school students," Paige said. "The futures of these and millions > more children, and the well-being of our nation, will be greatly affected > by each of you, which is why our meeting today is so important." FOR MORE > INFORMATION, PLEASE GO TO > http://www.ed.gov/PressReleases/02-2002/02192002.html. > > Also: Earlier this week, Assistant Secretary for Elementary and Secondary > Education Susan Neuman announced the 21 members of the negotiating > committee that will help develop new rules related to standards and > assessments under Title I (Part A). Comprised of education practitioners, > the committee will negotiate the content of proposed regulations in > mid-March. FOR MORE INFORMATION, PLEASE GO TO > http://www.ed.gov/offices/OESE/esea/rulemaking/. > ________________________________________________________ > > <<...OLE_Obj...>> PROTECTING SCHOOLS > > On February 13-14, government officials from 10 countries -- Canada, > France, Ireland, Israel, Japan, Mexico, Spain, Turkey, the United Kingdom, > and the United States -- met in Washington, DC, to discuss strategies for > helping schools prepare for and respond to terrorist attacks. Jointly > sponsored by the Education Department and the Organization for Economic > Cooperation and Development (OECD), the participants used the meeting as > an opportunity to: > > * understand the potential for terrorism as a school security issue > and evaluate risks associated with that issue; > * learn how other countries are dealing with possible terrorist > attacks on schools and students; > * identify policies and practices that have worked in the past -- as > well as those that have not been effective in protecting schools and > students; > * recognize immediate needs for information exchange, research, > technology, and training among the participating nations; and > * establish a network and process for continuing discussion and > collaboration. > > About the same time, Secretary Paige sent a letter to each Chief State > School Officer (http://www.ed.gov/News/Letters/020211.html) detailing > specific actions taken by the Department to address the needs of those > affected by September 11. The letter also provides important lessons > learned with respect to threat assessment and crisis management and a > series of recommendations educators and communities can implement to > protect children from internal and external threats. FOR MORE > INFORMATION, PLEASE GO TO > http://www.ed.gov/PressReleases/02-2002/02142002.html. > ________________________________________________________ > > <<...OLE_Obj...>> TEACHER QUALITY > > The next Satellite Town Meeting (March 19, 8:00-9:00 EST) will showcase > how communities around the country provide teachers the tools they need to > improve instruction and to help all students succeed. Current projections > indicate that America's schools will need to hire 2.4 million teachers > over the next ten years. Additionally, there are greater demands on > teachers' qualifications, knowledge, and skills. To ensure that every > classroom has an effective teacher, states and districts are using > innovative programs to address immediate and long-term needs, including > alternative recruitment strategies, financial incentive programs, new > approaches to professional development, partnerships with universities, > and more. During the hour, Secretary Paige and his guests will discuss > such issues as: (1) What does the research and practice show about > reforming teacher certification requirements?; (2) How successful are the > Teach for America, Transition to Teaching, and Troops to Teachers > programs?; and (3) What is the impact of mentoring programs for new and > experienced teachers? And YOU can be part of the discussion by calling a > toll-free number during the live broadcast or submitting a question > instantly online (see http://www.connectlive.com/events/edtownmeetings/). > (You can also watch the live and > archived webcasts at the same address.) FOR MORE INFORMATION, PLEASE GO > TO http://registerevent.ed.gov/downlink/event-flyer.asp?intEventID=153. > > ________________________________________________________ > > <<...OLE_Obj...>> MATH, SCIENCE CRITIQUE > > "Learning and Understanding: Improving Advanced Study of Mathematics and > Science in U.S. High Schools," a new study from the National Research > Council, is highly critical of Advanced Placement (AP) and International > Baccalaureate (IB) math and science classes, suggesting they cram too much > material at the expense of understanding and that many are taught by > teachers who do not even have a bachelor's degree in the given field. Yet > the study also recommends that AP courses be more accessible to minority > students and to youths in rural and poor urban areas -- finding that the > courses do challenge students who take them. The study was commissioned > by the National Science Foundation and the Department after initial > reports showing high-achieving U.S. students performed worse than those of > other nations on the Third International Mathematics and Science Study > (1995). Subsequent analysis found America's top-achievers ranked better > than was first thought, though still not high enough to satisfy the > business community. FOR MORE INFORMATION, PLEASE GO TO > http://www.nap.edu/books/0309074401/html/. > > Note: Title II (Part B) of the No Child Left Behind Act authorizes $12.5 > million for competitive three-year grants to partnerships of states, > colleges and universities, and school districts for activities like the > development of rigorous math and science curricula, distance learning > programs, and incentives to recruit college graduates with degrees in math > and science into the teaching profession. > ________________________________________________________ > > <<...OLE_Obj...>> COLLEGE COSTS AND PRICES > > As mandated by Congress, "The Study of College Costs and Prices, 1988-89 > to 1997-98" examines two main issues: the relationship between college > prices (tuition the family and student pay) and costs (what the > institution spends per student) and the relationship of federal and > institutional aid to price increases. Overall, from 1998-99 through > 1997-98, public and private tuition charges rose faster than inflation. > The study found that tuition increases at private institutions were > related to many factors such as providing more institutional aid to > students and increases in faculty salaries, along with decreases in > endowment revenue and private gifts. In contrast, at public institutions, > declines in state appropriations were the single most important factor > associated with increases in tuition. In other words, "...the > relationship between college costs and prices is complex," declared Gene > Hickok, Undersecretary of Education. "The Department must continue > gathering data so that policymakers may make informed decisions in their > efforts to monitor college prices...and help American families from all > backgrounds afford a college education." FOR MORE INFORMATION, PLEASE GO > TO http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002157. (This study > is a follow-up to the 1998 study "Straight Talk About College Costs and > Prices," which is available at > http://www.eriche.org/government/ncche.html.) > ________________________________________________________ > > <<...OLE_Obj...>> GRANTS FORECAST > > Be sure to review the revised (as of February 22, 2002) FY 2002 Grants > Forecast (http://www.ed.gov/offices/OCFO/grants/forecast.html), which > lists virtually all programs and competitions under which the Department > has invited or expects to invite applications for new awards and provides > actual or estimated dates for the transmittal of applications under these > programs. The lists are in the form of charts -- organized according to > the Department's principal program offices -- and will be updated monthly > continuing through the first week of May 2002. (This document is advisory > only and is not an official application notice of the U.S. Department of > Education.) > ________________________________________________________ > > <<...OLE_Obj...>> QUOTE TO NOTE > > Addressing the American Association of Colleges for Teacher Education > (AACTE): > "You are all familiar with the W.L. Sanders research that shows how after > three years, the quality of teaching makes a 50 to 70 percent difference > in student performance. Three years of bad teaching in a row can > practically doom a child. But great teaching can make up for many > disadvantages that children bring to school.... Education schools across > this country must become more effective if no child is to be left behind. > This is an issue that will not go away on its own. The only way to > address this issue is to confront it squarely.... When I walked in your > shoes, I thought I knew everything about teacher quality, but working as a > superintendent changed my mind. I wish I had known then what I know now." > -- Secretary of Education > Rod Paige (2/25/02) > ________________________________________________________ > > <<...OLE_Obj...>> UPCOMING EVENTS > > Today (March 1) is the fifth-annual Read Across America celebration, > coinciding with the late Dr. Seuss' birthday. More than 35 million > Americans, including politicians and business leaders, are expected to > participate in the joy of reading. FOR MORE INFORMATION, PLEASE GO TO > http://www.nea.org/readacross/. (Note: Dr. Seuss' birthday actually falls > on Saturday, March 2, so hundreds of community organizations will continue > the celebration into the weekend.) > > Even if you missed today's activities, several more reading celebrations > are right around the corner: > * National Library Week (April 14-20), sponsored by the American > Library Association (http://www.ala.org/pio/nlw/); > * Reading is Fun Week (May 5-12), sponsored by Reading is Fundamental > (http://www.rif.org/about/rifweek.html); and > * Get Caught Reading Month (throughout May), sponsored by the > Association of American Publishers (http://www.getcaughtreading.org). > ________________________________________________________ > > For your convenience, the current issue of ED Review is saved, below, as a > PDF file. Viewing, printing, and forwarding the issue from the PDF file > should reveal all graphics. > <<030102.pdf>> > _______________________________________________________ > > Please feel free to contact the Office of Intergovernmental Affairs with > any questions: > Deputy Assistant Secretary -- Linda Wilson, (202) 401-0404, > mailto:Linda.Wilson@ed.gov > Program Analyst -- Adam Honeysett, (202) 401-3003, > mailto:Adam.Honeysett@ed.gov > To be added or removed from distribution, or submit comments (we welcome > your feedback!), > please contact Adam Honeysett. Or, visit > http://www.ed.gov/offices/OIIA/OIA/edreview/. > - Attachment Filename: C:\archives\governor\mail\Governor Musgrove\_attach\ED Review (03_01_02)\TEXT.htm - Attachment Filename: C:\archives\governor\mail\Governor Musgrove\_attach\ED Review (03_01_02)\030102.pdf - Attachment Filename: C:\archives\governor\mail\Governor Musgrove\_attach\ED Review (03_01_02)\Mime.822
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