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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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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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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-

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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