DOCUMENT RESUME ED 116 315 EA 007 797 - ERIC · DOCUMENT RESUME. EA 007 797. The RISE Repott. Report of the California Commission ... gnd staff members of the California State Department

ED 116 315

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INS1ITUTION

SPONS AGENCYPUB DATENOTE .

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IDENTIFIERS

EDRS PRICEDESCRIPTORS

A#STRACT.

DOCUMENT RESUME

EA 007 797

The RISE Repott. Report of the California Commissionfor Reform of Intermediate and SecondaryEducation.California State Commission for Reform ofIntermediate and Secondary Education, Sacramento.California State Dept. of Education, Sacramento.75'

71p.Bureau of Publications Sales, California State_Department of Education, P.O. Box 271, Sacramento,California 95802 ($0.85)

MF-$0.76 Plus Postage.\ HC Not Available from EDRS.*Continuous Learning; Curriculum; EducationalAlternatives; *Educational Change; EducationalCounseling; Educational Environment; EduationalFinance; Educational Resources; Humanistic Education;Intermediate Grades; *Performance Based Eddcation;'Secondary Education; *Self Actualization; SodialEnvironment; Social _influences; Sta Aid; *StatePrograms; Teacher Role; Values*California

The commission was charged with drifting a frameworkfor overhauling education, in California's 1,600 intermediate andsecoadwary schools. The Superinteridet of Public Instruction asked thecommission to envision an educational system that-could respondcontinually to changing needs in the next quarter century; toidentify the skills and competencies individuals will need to surviveand function effectively in the ne*t 25 years; to chart ways to makeschool more effective, more enjoyable, and more conducive to a ,

continued interest in learning; tofidentify the goals California'sschools should be meeting now and through the year 2000; and to

changes to bring about the desiredarge.d with -designing methods ofthe ommission presents itsh its, recommendations and rationalere grOuped by subject--the newent, ts andals wit

recommend immediate and long-rangresults. The commission was not cimplementation. In this document,-philosophy of reform, together wifor changes. The recommendationslearner, the new learning environthe new educator, and new resourcspecial section the commission deadolescent. Numerous; appendixes a

********************************** Documents acquired by ERIC i* materials not available from oth* to obtain the best copy availabl* reproducibility are often encount* of the microfiche and hardcopy rep*. via the ERIC Document Reproduction Servce (EDRS). EDRS is not* responsible for ,the quality of the original doOment. Reproduction's ** supplied. by EDRS are the best that can be made'frok the original. *********************it**************************************************

he new emphasis on learning,responsibilities. Inah concerns for the early

e included. (Author/IRT)

*************************************elude many informal unpublished *r sources. ERIC makes every effort *. Nevertheless, items of marginal%red and this affects the quality *oductions ERIC makes available *

00,

- U.S. DEPARTMENT OF HEALTH.EDUCATION A WELFARENATIONAL INSTITUTE. OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY. REPRE-SENT OFFICIAL NATIONAL INSTITUTE OF

EDUCATION POSITION OR POLICY.

44_

Reportof theCalifornia

Z:Tig.sctopr,;OF INTERMDIATE

AND SECONDARY EDUCATION

Presented to Wilson Riles California Superintendent of Public instruction 1975

E

This report was prepared and published for the California Commis-sion for Reform of Intermediate and Secondary Education by theCalifornia State Department of Education, 721 Capitol Mall,Sacramento, CA 95814, printed by the Office of State Printing, anddistributecfunder the provisions of the Library Distribution Act.

Copies of this publication are available for 85 cents, plus 6 -centssales tax for California residents, from Bureau of Publications Sales,California State Department of Education, P.O. Box 271, Sacra-mento, CA 95802.

Contents 'Foreword vMembers of the California Commission

for Reform of Intermediate and'Secondary Education vii

Introduction ixThe Need for Change xThe Approach/The Process xii

A-Statement of Philosophy 1

Summary of Recommendations 3The New Learner 5The New Learning Environment 9The New Einphases in Learning 13

The New Educator 19

New Resources and Responsibilities 26Concerns for' the Early Adolescent 31Beyond the Report 34Addenda 37

Part I.37Part II 39 -

Appendix AInvited Presentationsto the Commission 41

Appendix BPresentationsin Public Forums 43

Appendix C Position Papers Mailedto the Commission 53

Appendix DSelected References 57

III

4

A Note of Appreciationfrom the Commission

The Commission expresses sincere appreCiation to the foll9wing officialsgnd staff members of the California State Department of Education:

o For his foresight and courage inestablishing this Commission

Wilson Riles !'

Superintendent of Public Instruction

For their support of theCommission and its process

Donald McKinley William WebsterChief Deputy Superintendent Deputy Superintendent for Programs

Rex C. Fortune, Jr. George NeillAssociate Superintendent, Assistant Superintendent,

Secondary Education Information/Dissemination

o,For their-work as staffto the Commission

Ernie HicksonStaff Manager

Pat ValladaoVoational Education

Ginna BrockSecondary Education

Don FowlerVocational Education

Don KeeneySpecial Education

George NemetzGeneral Education Management

Nita B. WhaleyWriter

iv

Forewor

2-87963 V

Superintendent Riles, your charge to theRISE Commission was clear, but its executionproved most complex. This is our report. Asdirected, we used our energies to analyze. theproblems of the intermediate and secondaryschools of our state; more broadly, weanalyzed the problems of youth in their totalenvironment as they move from childhood tothe adult world. As we stuffed the presentand probed the, future, we attempted todisregard constraints, dream a little, andaddress ourselves to new ideas and changesthat may prove necessary. I would be remiss ifI did not stress the excellent support servicesprovided the Commission by your officethrough Project Manager Ernie Hickson andthe project staff.

If your objective was to appoint a strong,powerful Commission representative of themany diverse, segments and interests of -thetotal population of the state, you were mostsuccessful. These highly diverse, intelligent,an4 strong-willed members of the Commissioncontributed to an electric environment andeventually to a report that I consider of highquality. The problem facing us was not ashortage of ideas but ratherthe attempt toconvert divergent thinking to convergentthinking. Compromises were necessary. Thereport will not be exactly as any one member_would want it, but it is acceptable andaffirmed by all but one of the 37 members ofthe Commission. One member considered

ge

herself a'representative of a specific constitu-encj, and felt she could not accept the reportwithout the full constituency taking action.This was not within our time constraints oraccepted- procedure. Each member was givenan opportunity to submit minority expres-sions.

There is one other aspect of this report thathould be clearly understood by you and allconstituencies. This report is not designed. asan explicit blueprint or prescription for howto reform our intermediate and seconschools. Neither should this report be con-strued as a complete coverage of all issuesrelated to intermediate and secondaryschools. To attempt this would have beenmost presumptuous on our part in the timeallotted and would also have decreased thechances of 'the report making any real differ-ences. We hope this report will stimulate somesignificant reform. Our fear, however, is thatreaders will be expecting us to advocatesifeeping changes as a panacea for all illsnotonly in our schools but within our totalsociety.

This report does attempt to analyze thecurrent situation, clearly communicate theproblems and conditions that we feel cry forchange, and suggest those changes that willincrease the chances of producing desiredoutcomes. We have attempted numeroustimes throughout the report to emphasizethat the education of youth cannot beequated with schooling and that recommenda-tions for change in schooling alone could notpossibly solve the problems. Thus, the Com-mission attempt* to prepare a report that

vi

will focus the attention of all segments of our-society concerned with the effective upbring-ing of our youth on solving the problems andmaking the, necessary changes.

If this report does provide a commonframework and source of communication foreducators, parents, board members, the Legis-lature, and various sub-publics concerned withmaximizing the potential of our youth, wewill have achieved one of our most importantobjectives. It is our intent that no one be leftoff the hook. Serving as a- focal point andsource for common understanding and com-munication, this report should increase thechances that the human and materialresources of our state will be more effectivelyutilized in solving the problems we haveidentified. If this proves true, then the manyhours we have spent in study and groupdiscussion, and in listening to hundreds ofrepresentatives from variolis segmentstof ourpdulation, will not have been in vain.

We respectfully submit our Commission'sstatements and findings to you for your use isa tool to focus resources (both hinnan andmaterial) and begin the task of reform. Ourstate must become tore effective at helpingyouth bridge the gapNetween childhood andadulthood. The State of California needsyoung adults who .are able to cope with andaffect the. direction of this fast-changingsociety for the benefit of themselves and ofall mankind.

LELAND B. NEWCOMERChairman, California Commission

for Reform of Intermediateand Secondary Education

Members of the California Commission for Reformof Intermediate and Secondary Education

CHAIRMAN: L'eland B. New-comerPresidentLa Verne College

Sigmund ArylitzExecutive Sodetary-TreasurerLos Whgeles Cottnty Federation of Labor, AFL-CIO

Melvin L. BarlowDirector, Division of Vocational EducationUniversity of California, Los Angeles

Maria Elena BermudezStudentSan Diego Senior High School

Robert E. BottsPrincipalReid Senior High. SchoolLong Beach

.

Conrad MinerProfessorClaremont Graduate School'

Mary Jane BrintonCo-founder, Urban SchoolSan Francisco

John CimolinoProduction AnalystGeorgia Pacific CorporationFort Bragg

Harvey L. ColeTeacherWoodside High SchoolRedwood City

Ramon C. CortinesSuperintendentPasadena Unified School District

VII

W. Austin DavisVice-President, Production

North American Aircvaft OperationsRockwell international Corporation,El Segundo

Laura FujikawaStudentUniversity of California, Berkeley

Catherine S. Golliher*Teacher .

Walter Reed Junior High SchoolLos Angeles

4

Charles W. L. HutchisonSuperintendent,ABC Unified School DistrictCerritos

Richard JohnsenExecutive Vice-PresidentAgricultural Council of CaliforniaSabramento

Robert L. JossVice-President, PlanningWells Fargo BankSan Francisco

Gene KaplanVice-PresidentConstitutional Rights FoundationLos Angeles

Don KennySuperintendent of SchoolsRiverside Coupty

*This Commission member neither approved nor disapprovedthe report.

Frank L. KidnerVice-President ,,Educational RelationsUniversity of California, Berkeley

Richard F. KreilePresident, Board of EducationSan Diego Unified School District

Ruth Asawa LatherSculptressSan Francisco

Robbin M. LewisStudentHiram Johnson Senior High SchoolSacramento

Kendall G. LockhartStudentLos Altos High School

Henry A. MarshallDirector, Secondary SchoolsSan Francisco Unified school District

Molly McGeeMember, Board of TrUsteesAnaheim Union High School District

Beverly L. MooneyCounselorSan Marin-High SchoolNovato

William K. NoblePrincipalSt. Helena Senior High School

John PincusDirector, EducAtkon and Human Resources ProgramRand CorporationSanta Monica

Jack K. RichardsPrincipalLa Colina Junior High SchoolSanta Barbara

Armando M. RodriguezPresidentEast Los Angeles College

Thomas W. SarnoffStaff Executive Vice-President, West CoastNational Broadcasting Company, Inc.Burbank

Wesley P. SmithRetiredFormer California State Director of VocatiOnal

EducationLos Osos

Lawrence Stevens41# Teacher

Hamilton Junior High SchoolStockton

Robert T. StoutDean, School of EducationCalifornia State University, Fullerton

James B. TaylorDeputy SuperintendentLos Angeles Unified School District

Freda ThorlakssonVice-President'

-California Congress of Parents and Teachers, Inc.McArthur

Merle D. WoodTeacherSouth High SchoolBakersfield

VIII

9

Introduction

ft)

"Draft a framework for overhauling educa-tion in California's 1,600 intermediate andsecondary schools." That was the ambitiouscharge given by Wilson Riles, Superintendentof Public Instruction, when he formed the37-Member California Commission for Re-form' of Intermediate and Secondary Educa-tion (RISE) in July, 1974.

I delivering his charge to the Conimission,Sup rintendent Riles explained that the Com-misOon's work was part of an effort by theState Department of Education to reforMpublic education at all levels. He noted thatreforms are already being implemented in theprimary grades by the state's early child hoodedUcation program. However, to be effective,reform cannot start in the kindergarten andend at the third grade. It must reach theentire system, including the 1.9 million stu-dents enrolled at the intermediate and sec-ohdary levels.

To expand reform to the intermediate andsecondary -school levels, the Superintendentasked the RISE Commission to:

Envision an educational system, thatcould respond continually to changingneeds in the next quarter century.Identify the skills and competencies indi-viduals will'need to survive and functioneffectively in the next 25 years.Chart ways to make schools more; effec-tive, more -enjoyable, and more condu-cive to a continued interest in learning.

Identify the goals California's schoolsshould be meeting now and through theyear 2000.Recommend immediate and long-rangechanges to bring about the desired results.

In presenting his charge, SuperintendentRilei emphasized that the Commission's rec-ommendations should deal with what types ofchanges would be required and why they areneeded to serve individual stuOents and soci-ety well in the years ahead !He stressed thatthe CalifOrnia State_Department of Educationwould be responsible for determining how therecom.nendations , would be implemented.The Department's tasks would involve:

Presenting the Commission's recommen=,dations formally to the State Board ofEducationPreparing a plan of action to carry outreform in all intermediate and secondaryschools _

Obtaining support of the plan from theState Board of Education, the state'seducators, and the publicSeeking the legislation necessary forimplementing changeAiding efforts of lcidal school systems toimplement changes

The Need for Change

The very formation of the RISE Commis-sion and the scope Of its task indicate awidespread belief that

Ofreform of the,

state's intermediate and secondary schools isboth desired and needed.

California's schools, like schools every-where, have evolved out of the needssociety and the individual within society.Over the past two centuries, secondary educa-tion has been remarkably able to meet theneeds of a changing society.

In fact, free, compulsory education for allhas been one of AmeriM's greatest strengths.Public education in America has a long andcommendable record of success unmatchedby any other nation inv the world. Thiscountry's public schools were extraordinarily

able to meet the challenges and gemands of apeople who movedwithin less than twocenturiesfrom a rural agrarian society to anurban industrialized society and, then, to ahighly technological society. During this de-velopment, intermediate and secondary edu-cation provided an unrivaled vehicle for socialand economic mobility. Even today, publiceducation continues to prepare many youngpeople well for postsecondary education,employment, and, adult life.

But the unparalleled and tumultuouschanges that have taken place in Americansociety and in the character of Americanyouthparticularly in the last three decadesare presenting public education today with anew and bewildering set of challenges.

Bemuse public schools have always mil--rored the prevailing culture and times, schoolseverywhere reflect a troubled society and atroubled youth. Schools today are serving ,amarkedly different kind of young person thanthey were serving a decade or two ago. Theyare serving adolescents who have been shapedby upheaval" in the- home, community, andbroader society.

In many ways, these adolescents are moremature physically and more aware of theworld .\around them. Television has takenyoung people to the scene of a "devastatingwar in Southeast Asia and civil strife inIreland. It has taken them to scenes ofbloodshed and disorder in American cities andto violent confrontationS on American collegeand university campuses. It has taken Ameri-can youth into outer space, onto the moon,into the theater and concert hall, and throughthe history of civilization, It has also exposedthem to thousands of hours of movies, car-toons, and serial dramas that depict violence.The average American youth has watched atleast 10,000 hours of television by the timehe/she has reached the seventh grade, accord-ing to the A. C. Nielsen Company, an audi-

..ence measurement firm:Through television, films, other media, and

actual experience, today's adolescents arewitnessing cultural, political, and technologi-

X

cal. events their parents'and grandpirents maynever have imagined. Young people now areconfronted with confusing and complicatedsocial problems and turmoil that earlier gener-ations .never encountered. These situationshave had a .profound effect on today's youthand upon the attitudes and performance ofyoung people in and out of school.

The alarming statistics that' follow revealthe unstable.social climate in yvhich childrenare being raised today and th4 magnitude ofsome of the problems schools ttifoughoutCalifornia now facp.:

DivorceThe number of broken homesresulting from divorces is skyrocketing.The total number of divorces in Cali-fornia in 1965 was 62,999, or 46 percentof the total number of marriages in thatsame year.' ,in 1973 the ,number ofdivortes increased to 117,509, or 69percent ofl the total number of marriagesin that year.3'Voting ecordOnly 45 percent of Cali-fornians e gible to vote actually voted inthe Novem er 1974 general election.3AlcoholismThe nuniber Of identifiedalcoholics in California has increasedfrom 5,200 per 100,000 in 1945 . to9,800 per 100,000 in 1972. Only twoother states, Nevada and New York, havehigher rates of alcoholism.4SuicideCalifornia's suicide rate hasincreased frOm 15.9 per 100,000 in 1960to 18.8 per 100,000 in 1970. Thenational figure is much lower-7,11.1 per'100,000 in 1970.6 The numbed of Cali

'Vital Statistics: Marriages and Marriage Dissolutions.Bulletin No 16 (JanuaryDecember, 1973). Sacramento:California State Department of Health (May, 1974).

2 Pital Statistics of California, 1971. Sfcramento: Cali-fornia State Department of Health, 1975.

3Statement of Vote: General :Election, November 5,1974. Sacramento: California Secretary of State, 119751.

4California Alcohol Data, 1973, Sacramento: CaliforniaState Health and Welfare Agency, 1974.

.5Suicide in California, 1960-1970. Sacramento: Cali-fornia State Department of Health,. 1974.

fornia young people between the ages offifteen and twenty-four who kill them-.selves has increased more than 100 per-cent -in the past ten years. Suicide is nowthe Second highest cause of death forCalifornians in this age group.6Drug AbuseAdult drug arrests by Cali-fornia law enforcement agencies- haveincreased sixfold during a nine-yearperiodfrom 20,000' arrests in -1964 to118,000in_1973. Juvenile drug arrestsfor this same period jumped twenty-fold from 2,000 to 42,000 per. year.'

4--Child-AbUseA total _4443,113 Califor-nia families involving 99,311 childrenwere referred for specialized protective'services in 1972. Seventy-five percent ofthese referrals were due -to generalneglect, and 13 percent were due tophysical abuse.°Venereal Disease Approximately 15percent of California's teenagers arebelieved to be ,infected with .a venerealdisease. Health authorities predict thatthe ratios could use to one of every twoteenagers by 1980.9VandalismThe, estimated cost of van-dalism in California's schools is morethan $10 nIlion annually.'°DropOutyL-At least one ninth-grade Cali-fornia/Student in six fails to graduatefrom high school, a 50 percent increasesince 1970. However, the situation is

6 Patn.Cia J. Hill, "Issue Paper: Indicated Concerns ofCalifornia Public Schools Health Education," Sacraments),1973-

7Annual Report of the Department of Health on the DrugAbuse Program. Sacramehto: California State Department ofHealth, 1975.

8Statistical Report on Specialized Child Protective Se,.vices. Sactatn'Wo: California State Department of SocialWelfare, 1973.

94 Year of Significance: Annual Repot of the CaliforniaState Department, of Education ler 1972. Sacramento:California State Department of Edut,2t, 1973.

I °4_ Report on Ctiict and Violence in CalifOrniai HighSchools. Sacramento: California} State Department of Educa-tion, 1973. 1,

even more serious in some city schools,where a 40 percent dropout rate is notuncommon.'

. Test ScoresThe California/

StateDepartment of Education's 1973-74achievement testing program disclosedthat the median score of the state's highschool seniors in writing/language skillswas at the 34th percentile on a scale of100. This was 16 pOints below thenational norm.11 Furtherfriore, approxi-mately 45 percenta.reeord nrimberLofentering freshmen at the University ofCalifornia failed to pass the, CollegeEritrance Examination Board's EnglishCompetency Test last year. This is par-ticularly shocking in view of the fdctthat the entering tiC students representthe top f2 percent of their high schoolclasses.13

Clearly, these conditions stem largely fromsociety's inability to-find effective solutionsto the very problems it createdi As a single--'although extremely importantsegment ofsociety, schools cannot bear responsibility for

society's-..ills,... -Nor can schools beexpected to cure these ills without help.Schoals, however, can 'and should be able toprepare young people for the demands andproblems of modern life.

Nevertheless, there tr-n\spreading feelingamong educational, paliticaland lay leaders -as well as studentsthat, the educational-system, of today is not fulfilling this responsi-bility successfully. For example:

hicreasing numbers of young people findschooling boring and ineffective, unable

\11Attrition Rates in California Public Schools," Pre-

pared by Pupil. Personnel Services, California State Depart-MEM of i!,clucation, Sacramento' 1974,

Ince of School District Performance, 1973-74:Statewide Sununary, Sacramento: California State Depart-ment of Education, 1974.

13information provided by the Office of the Vice-President, Educational. Relations, University of California,'llerltitky, 1975.

to 'challenge their abilities, meet theirgoals, or prepare them for adulthood.Growing numbers of students, educators,parents, and others find that education.

- as a whole is out of step 'with real worldneeds and far behind current socialchanges.Mounting numbers of students are being"turned off" rather than "turned' on" toschooling; these students are cl/isinter-sested and unmotivated, and many, areactually doomed to failure in schools

. ,today.

Indeed, evidence suggests that Californiansfrom all walks of life are no longer satisfiedwith the existing system of intermediate andsecondary f3ducationa system That hay notbeen changed' significantly by a comprehen-sive plan of reform in mole than 60 years.

Fragmented efforts to improVe public edu-cation have not been adequate to keep pacewith the changes in our society and in ouryouth., Our schools cannot rest on the suc-cesses of the past, outstanding -as these suc-cesses have 'been. The demands of this eracannot he ignored nor met with yesterday's

-solutions.The message is clear: The time for compre-,

hensive reform in our intermediate andsecondary schools has come.

lThe Approdeh /The Process

In accepting the charge of the Superinten-dent of Public /Instruction, the .Commissionrealized it. would be. but one voice amongmany see g to improve public education inCalifornia, t, from the beginning, the Com-mission was mmitted to being a legitimate,representative and effective voice.

To develop a responsive and workableinstrument, for systemwide reforfn," the Com-mission sought' the views or scores of individ-uals and OrganiiAtions within and outside theschools. \

The public was invited to participate in 21public forums held in San Diego, Los Angeles,Anaheim, San Jose, Oakland, San Randisco,

. T

Fresno, Riverside, Sicramento, and Redding.\ A total of 315 spe kers, representing: either\ themselves or_ organizations, presented oral

\ and written estimony at these forums. (Fur-\ then information abOut these public forums

....may te found iii'Appendix B.)IThe Corrimissionexiewed research

findings and previous reform slAdies. Nation-ally recognized education authorities ad-dressed the COMmission at its monthly .meet-ings in various parts of the state

monthlyAppen-

dix A). ..During its deliberations, the Commission

gave careful attention to the great diversity ofstudents -an needs within California'sschools. With this diversity in mind,. theCommission sought to build( a viable frame-work for change to serve sttiderls inall kindsof schoolsurban and rural, sub/Urban andinner city. It attempted to drift a plan toenhance. learning for all ty yes of studentsthetwelve-year-old preado pent, the eighteen-year-old young adul% the minority student;the sloir, the average, the.gifted; thr rich andthe poor student

The Commi1on also took into account thechanging conditions that may continue toaffect. education in the future. Among theseare trends in school enrollments, shifts in,theethnic composition of schools and 'cOrrununi-

v- ties, changes in, school-community relation-.

3-879e3

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-At

ships, technological innovations, and court-imposed requirements of school finance.

Working as a unit and in small groups, theCommission_c_onsidered th - results schoolsshould be achieving to meet the present andfuture needs of students and society. Oncethese outcomes were identified and described,the Commission determined the systemwidechanges needed to attain the desired results atall grade levels, seven through twelve. Recom-mendations were then drafted to begin the

- process of comprehensive change.Because of the special needs of the early

addiescent, the Commission agreed that cer-tain of its recommendations should be applieddifferently at this age level. Therefore, par-ticular concerns about education for theyoung adolescent have been expressed in aseparate section of the report.

In the following pages, the Commissionpresents Its philosophy of reform, togetherwith its' recommendatiOns and rationale forchange. Many of the ideas recommended are

, not new. Almost every reform outlined in thisreport is now being practiced in some wayand in some place in California. However, thereal reform of education will occur whenvarious approaches are combined and put intopractice by 'California schools in a planned,organized manner to achieve commonobjectives.

/

A Statementof Philosophy

1

The Commission's recommendations aim attransforming our educational system frOmone that often herds young people through ascholastic assembly line to one that is flexible,demanding, and humane enough to help everyperson meet his/her own needs. Theie is noone kind of adult that such a system should"produce, " for the essence of a personalizededucation is the freedom for individual diver-sity and self-development. But the Commis-sion believes at least ten characteristics of aneducated adult are worth seeking and shouldbe the object of educational reform.

First, the educated person should have a- -thirst for knowledge. He/she should be mod--voted to keep, on learning _throughbutlifetime. In_a -changing society, this meansthat people must learn how to learn becausenew knowledge is being constantly created bythe current of change.

Second, an edUtated person should havethe skills to find work and to, succeed in it.

Third, a perSon's education should con-tribute to delf-understanding and self-esteem.These values are more impoitant than ever inan increasingly.impersonal, mobile, incLtech-nological world. In a society that constantlyforces people to adapt to change, the edu-cated adult can respond without losing a senseof persOnal worth and pqrpose.

Fourth, the educated person cares enoughabout the environment to work for its mainte-nance and improvement. This person also

holds a global about the waysindividual and national actions affect thisshrinking and complex world.

Fifth, an educated person must try tounderstand and appreciate all peoples andcultures, without prejudice.

Sixth,' an educated person must be able toread well, speak and write clearly, and handlecomfortably both' logical concepis and basicmathematical skills.

Seve F ; r the educated person understandsthe At. .t >. an system of government, includ-ing the citizen's rights and responr:bili ties.People who lack this understanding tend tofunction less effectively within the demo-cratic system and, as a result, tend to weakenthe system. .

Eighth, the educated person should under-stand how the economic system works andknqw how to manage money as well as earnit.

Ninth, the educated person should knowand understand human biology and .psy-chology in order to maintain one's own

Finally, an educated person is sensitive toartistic, literary, and other aesthetic experi-ences.. A full- life calls for thoughts andfeelings of quality and for an appreciation ofthe beauty around us.

r-,

2

These goals are not easy to achieve, nor is iteasy to base a vast system .of public educationon an attempt to meet the .needs and aspira-tions of each student. Any such effort mustbegin with far-reaching changes in the wayschools-operate.

These changes must be based on a redefini-tion of schooling,:,The Commission has, there-fore, rejected- the traditional view that aschool is restricted to a piece of real estatewhere licensed adults teach and studentspasAvely learn &atm specified times of theday. Instead, the 'ComMission envisions aschool systeM as a network of 'teaching andlearning that takes place at many times andplaces and in which both adults and youngpeoPle work as teachers and learners. Itenvisions an educational system that attracts,motivates, and satisfies young people. In sucha system, society itself is at the core ofschooling.

Tf e Commission believes that this kind ofsyttan can serve each student well and can beac' ountable and responsik".t to the publicwhich supports it.

From this perspective, the. CommissionpresentS its recommendations for reforms thatare needed to help the young people ofCalifornia become educated adults now and-inthe years ahead:

Summary ofRecommendations

The recommendations of the Commissionrepresent a comprehensive framework to per-sonalize learning for all students in the state's.1,600 intermediate and secondary schools.These recommendations are intended to makea significant difference in the way California'spublic schools serve their students, theircommunities, and the broader society.

When viewed as a concise package ofinterdependent eonceptsrather than as aseries of separate of fragmented ideas forreform the recommendations promise tospark a chain reaction culminating in a moreeffective, responsive system of public educa-

. tion in California.The majority of the recommendations

stems front: the Commission's belief thateffectFiCEditica low is personalized education.This type of education begins with theschool's recognition and acceptance of eachstudent or learner as its primary client, themost important individual to be served.

The Commission's recommendations aim atequipping each of these learners with theknowledge, skins, attitudes, and values re-quired for responsible and rewarding life inmodern society.

The recommendations seek to free learningand teaching frOm the constraints of time,place, and age. They attempt to breach thereal and imaginary walls that tend to makeintermediate and 'secondary schools isolatedislands for adolescents.

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17

The recommendations are further designedto create a flexible, challenging, and satisfyingenvironment .for learning that motivatesyoung people to remain in school,,strive forexcellence, and pursue lifelong learning.

In dition, the recommendations seek todevel p an educational system that demandsperf nce results from learners, educators,

_.) sc ools, and local school systems.. Specifically, the recommendations call for

such reforms as:.

Recognizing and accepting each learneras the principal client of the schoolRelying on demonstrated proficiency inlearning activities, instead. of dependingon "seat time," as the basis for awardingcredit to learnersA system of learning options in terms oftime, place, programs, and formats tolye learners a wide choice of ways to

eve their learning goals '"-Credit and noncredit "furloughs". thatallow learners to leave and reenter theschool. sYstemM tery of essential skills by all learners,p cularly the skills of reading, writing,and omputation _..

' Instru ional emphasis on social, con-cepts at reflect present and future'needs and concerns .. 4

Planned and continuin xperiencestliatenable learners and staff t e in contactwith people whose racial, c socio-economic, or cultural backgmunds aredifferent from their own h., ,

Extensive opportunities for career explo-.tion, awareness, and preParation

School cooperation with appropriateagencies to assist learners with job place-mentDeVeloping personal values, responsIbili-ties, and decision - making skillsEliminating compulsory physical educa-tion for learners who can meet perfor-mance requirementsSimplifying and improving the currentsystem of evaluating and dismissingunsatisfactorY educatorsStaff responsibilities that support , andpromote a 'personalized . instructionalprocess for all learnersIncluding resource people and epertsfrom the community on the instruc-tional staff .

Counseling and advising serviced' that aidlearners in acquiring a positive self-iinageand skills tit) deal with personal problemsinvolving learnera, parents, staff, andothers in the decisionraking process atthe local and school iyatem level, inchid-ing involveMent in the selection andreview of staff ,

Eliminating average daily attendance for=mules as the basis for state financing 'ofpublic education ".

Broad and effective use, of human andphysical resources in the community andthe use of incentives to proniote suchcommunity participation, .

Supporting an aggressive public inforpia-lion program to 'keep the public andstaff informed On matters involving theschool system, the school, and the com-munity

16'

o

All school systems must .recognize . andaccept that each studentthe learneris theirprimary client. This concept may seem tru-istic or simplistic in nature, but these simplici-,ties are deceptive. In theory, it may appealobvious that schools are essentially for stu-cients. However, evidence suggests that inactual practice this is often not the Ca.' r.

The evidence lies in these widesp ad per-ceptions about conditions facing 1ear ers inmany schools today;

There is a scarcity of choice am gprograms,' courses; and approaches inrelation to leal3er and parent needs .anddesire.Self-respect is diminished if the learner;falls behind other learners in demon-strated achievement.,Help is limited to those who must "catchup" to arbitrary standaids of achieve-ment.Opportunities are restricted by the em-:phasis on "seat time',' and instructionlocated at the "school site."Leatners are labeled as, right or wrong,bri t r dull, cooperative' or difficult.Once ee, ey tend to remain _inthat category.Schools seem to :be restrictive institu-tional boxes.S1Fhool rules, written by ,adults, are

ctified as being always "right."

4.

Many educators "don't really care"about the welfare of young people.Conditions and' practices in scho,-)Is oftenreflect the preferences of adults and are

-maintained despite the negatt. e effectsthey may have on learners.

Such perceptions demand that tie obviousbe restated: Educational programs must beintended: primarily for the benefit of eachlearner, regardless of age, sex, ethnicity, race,or family background.. Once this is morewidely understood and practiced, profoundchanges should occur naturally:

Decisions on all issues confrOntingschools will be made primarily on thebasis of what is best for the learner.School policYmakert will, demonstratethat the sole purpose of the school'sexistence is to serve each and everylearner.

If each learner, with different interests andabilities, is the primary client of the schoolsystem, and if the learner's needs are itsprimary concern, it follows that instructionshould become tnil V. personalized and respon-sive to meet individual differences.

Personalized instruction is aimed at thedevelopment of the individual. Learning isthus intended to develop one's intellectthrough the acqUisition and application ofknowledge and rational thinking. It also isintended to nurture the positive emotional orpsychologjcal aspects of one's mind thataffect the way one feels and behaves. Further, =

learning is directed at developing 'physicalhealth and well-being to help rote individualrealize his/her Maximum potential.

In a personalized system where the learneris the primary client, the success or failure ofall learniurig activities and services- should bemeasured in terms of their ability to spark themind and satisfy the educational needs andbjectives of each learner. .

In recognizing.and accepting the learner ase client, schools must give learners increas-

opportunities and responsibilities for plan-

ning, choosing, utilizing, and assessing the.services that enable' them to reach personal-ized, objectives. As learners demonstrate in-creasing maturity, their choices, rights, andresponsibilities should increase accordingly.

To prepare the learner for adulthood,schools must also provide a learning climatethat promotes rgilpect fdr one's self and forothers. a 'cliniate of this kind, 'rules ofconduct should reflect the understanding thateach learner has certain rights, along with"certain responsibilities.

School.S. Must also free the learneras wellas the educatorfrom the inefficiet system

. of equating learning with. time spent in 'aclassroom. Such freedOm can 'be achieved byrelying on demonstrated proficiency as thebasis 'for awarding credit and gauging progress.This reliance recognizes that .vyliat . an indiyid-ual ',learns is considerably more importantthan how Jong ,he/she, is taught. It furtherrecognizes that Jearning\it a continuous pro-cess and that learning rates differ.

In a system that relies . on demonstratedproficiency, the strengths and weaknesses of

. each learner are assessed, and an instructionalprogram is tailored to meet identified needs.Each learner spends only as .much time as'necessary to. reach specified' standards and isable, to check his/her progress systematically.

"While progress is based on performance,learning in a personalized syttein Is notlimited to the acquisition of skills. Learningexperiences should also be, joyous and crea-tive. they should broaden understanding andbuild a foundation for wisdom.

. As learners move tOward attaining. objec-lives in. a 'personalized system, they should,becontinually 'challenged, rather than/ too oftenfrustrated. However, this does not mean that. learners should never meet 'with failure , intheir day-to-day learning activities. Failureexcept where health and safety are threat-

. inedcan.be a growth experience for learnerswho have accepted responsibility for theirdecisions and adtiOns. .

This approach should reinforce the factthat the business of school is learning and that

learning almost anything well requires plan-ning, effort, self-discipline, and motivation.Each. learner should rbe able to experiencesuccess in such a system. This experienceshould encourage the learner to seek furthersuccess, satisfaction, and joy in learning andbecome a responsible, independent adult.

Therefore, the RISE Commithion recommends:

1Learners should be the primary clientsthe most important individualsserved by the school.

1.1 Eaeh learner should be . recognized and:,accepted as the primary client to beserved by the school. Parents, the coni-munity, d the larger' society should econsidered as secondary clients liobenefit from , schools through the ed ca-tion gained by learners. RecognitiOn ofthese primary and secondary clients im-plies that /learning activities should bedesigned and directed to meet 'the needsand abilities of all learners in PreParingthem to live in an adult world'With otherindividuals.

1.2 As the learner moves toward adulthood,he/she should be . progresSiVely able tomake 'educational choices And be respon-sible for those choices/ Such choices

rners srn. And 1 alibuld beshould include what, here, when, andhow to leaencouraged to revise or make new choicesbased on experience/ gained in carrying,out preVious choice's. In changing direc-tion, the learner should not be requiredto retrace all prdvious steps. In makingchoices, the learner should have continualassistance from' parents and school staff.This assistance should aid, not hinder, thelearner'i growth toward independenCeànd adultkotod.

1.3 The learner should be allowed and en-courage to teach other learners of allages and serve as counselors to learners ofthe same age or younger. Such situations

4 -879 93

can increase one's knowledge, under-standing, and sense of responsibilitywhile building self-esteem.

1.4 The learner, in addition to his/her parentsand the school staff, should be involvedin formulating school rules for the con-duct of learners. These rules should befew in number and should define pre-cisely the learner's rights and responsibili-ties. School discipline should be aimedboth at solving and preventing problems.It shoind aid in developing responsibilitytoward one's self and others and inassuring the safety and rights of all.

1.5 As the prihiary client to be served by theschool, the learner Ashould be expected toassume and carry out certain continuousresponsibilities. These responsibilitiesshould include the following:o Withthe assistance of parents and

school staff, the learner should developa good understanding of his/her per-sonal strengths and weaknesses.

o The learner should develop an aware-' ness of available learning and career

opti ons.p The learner should contribute to thee

formulation of personal educationalgoals that are compatible with recog,nized individual strengths and -careeropportunities.

o The learner should contribute to iden-tifying the- learning 'program most ap-propriate for that individual: This pro-gram shotild be based on the learner'sassessment of his/her educationalgoals, personal strengths, and. careeropportunities.

o The learner should perform at thehighest possible level of personal pro-ficiency in pursuing his/her learningactivities and 'objectives.

o The learner should abide by schoolrules and regulations.

o The learner should respect the rights ofothers to learn and teach in' a settingthat is free.of fear and violence.

o-

2 The learner's progress in an instruc-tional program should depend on dem-onstrated proficiency in achieying spec-ified educational outcomes.

2.1 The strengths and weaknesses of eachlearner should be assessed by means of asystematic process that includes teacherobservations, testing, and other evaluativeprocedures. Each learner should then beable to choose and pursue an instruc-tional program consistent with the find-ings of the assessment and the learner'schoices.

2.2 Each learner should be required toachieve specified learning outcomes in allinstructional programs, including thosethat may be pursued outside a traditionalschool setting. Learners should be givenclear statements of the objectives to beaccomplished in all instructional pro-

7

grams; they shpu/ld be involved in deter-mining these jectives and in checkingtheir progress ward attaining them.

2.3 When a learner demonstrates that he/shehas met the -objectives set for his/herperformance in a learning activity, thatprogram should be considered completed,and the learner should receive appropri-ate credit. The ways in which a learner.may demonstrate proficiency should notbe limited to written tests The timespent in completing learning activitiesshould be consistent with each learner'sneeds and abilities.

2.4 Learning activities should not be con-fined to the acquisition of skills. Experi-ences that allow learners to explore cre-atively and gain self-satisfaction and en-joyment ihould also be- part of eachh learner's progrim.

1.1

The New LearningEnvironment

Modern society offers learners a variety ofdynamic and exciting information sourcesand entertainment distractions. In contrast,people view today's schools as one of the leaststimulating or satisfying places for learning.

If today's schoolsand the schools of thefutureare to be of significance to those theyserve, an environment for learning and teach-ing must be created that enables schools tocapture and hold the attention of a diverseand action-oriented teenage population.

Creating such an environment involves farmore than remodeling or building new school-houses. It means building a total schoolenvironmentan enviroirment that is con-ducive to continued learning and growth,exploration and firsthand discovery, positivehuman interaction, an appreciation and a loveof learning, hard work, and educational excel-lence. It means operating in a manner thatreflects this neglected truth: Education is alifelong process in which individuals learn indifferent ways, under different conditions, atdifferent times, and in different places. Andformal schooling is only one part- of educa-

Because individual,learns in a way thatis uniquely personal, each Way of learningmay have value if it attracts and aids thelearner in reaching personalized educationalobjectives., Schools must accept the fact thatno single way for 'learning is best for alllearners or for all times. In view of this, the

new learning environment must provide awide range -of learning options in /terms ofapproach, materials, locations, and/ times. Itmust also adapt to changes in the expressedneeds and desires of the school and commu-nity by continually developing and offeringadditional options. And it must assure thelearner of increasing freedom to choose fromamong the various options as that learnermatures.

A personalized instructional, program, car-ried out in a. flexible environment, can bemade attractive to any learn,. However, afterexhausting all options, a learner may stillreject the value of remaining in school. In thatevent, the learner should betable to leaveschool temporarily but should Ale activelyencouraged to return.

The liumber- of learners in a schqol or in alearning activity is important ''fActor increating an environment that stimulates learn-ing And promotes positive human interaction.Thus, the number of learners in' a learningsituation should be limited so that effectiveteaching and learning can take place.

In creatipg a new learning environment,schools also must recognize that traditicinalSchooling is only part of education. Theymust eliminate the physical and psychological,barriers that separate and, often isolate themfrom the community and .the vitality -of reallife.

Schools must reach out and borrow fromthe world around ,them to, offer more varied,meaningful, and personalized' approaches tolearning.. They "mut become more flexibleand responsive by -expanding learning oppor-tunities beyond the rigid confines of traditionor a building. j

At the, same time, schooli must serve asmagnets, Arawin# various segments of thecommunity into/ the learning process andbecoming centers for community activities.This two-way expansion of the school-community partnership should provide learn-ers with increased opportunities for makingdecisions and / developing relationships withindividuals of /all ages. It should offer a means

'14A.

1U

.

for community service so that learners mayexperience the ,gratification as well as thefrustrationof serving others.

Finally, the nevic learning environmentshould generate a clithate of security, mutualaffection, and trust \-an atmosphere thatencourages learners to reflect, experiMent,explore, create, acquire wisdom, and" takerisks without fear of recrimination for"failure." /

Therefore, the RISE Commission recommends:

3 Learners should be able to choose froma system of multiple options In pro-grams and learninq styles.

3.1 School systems should make available toall learners a wide variety- of choices oroptions in programs and curriculum con-tent. Such options should enable thelearner to meet personalized educationalobjectives in- ,varied ways according toone's learning style. A system of alterna-tives or options might feature School'swithin a school, work-study programs,regional occupational training programs;special interest schools or centers, anddepartmentalized traditional programs.

3.2 School systems shouldliovide multipleoptions in formats for learning. Multiplelearning formats should allow-the learner,to take advantage of such opportunitiesas learning independently, learning ingroups of varying size and composition,and learning in different locations outsidethe traditional school setting.

3.3 learnf:rs various ages, and neratiOnsshc;:ila be able to learn together irheneverthey can benefit from the ex erience:Learning' groups might include thoe whoare older than -eighteen or youngei4hantwelve years, as well as those hetweenttheages of twelve and-eighteen: Regardless oftheir age, learners who are 'groupedtogether for instruction should meetminimal requirements of preparation andcapability in,that specific area.

24)

3.4 Instructional prograMs should not besharply delineated hygrade level. Instead,the learner should b able to move freelyfrom one level or i stitution to anotheraccording to abilit , demonstrated pro-ficiency, and educa

an etonal objectives.f3.5 The complete r of learning options

should be defined, communicated to, anddiscussed with e ch learner. Learnersshould be assist d in becoming fullyaware of the available options and inunderstanding ch of them. Leathersshould then be *ded by parents, schoolstaff, and othe in making intelligentselections from mong the options.

Learners sho Id be able to. gain skills4 and knowled in a variety of locationsboth on an off the traditional schoolsite.

4.1 Learners sho ld be offered increasedòpportunities to gain firsthand learningexperiences . y means of study, 'observa-tion, service participation, and work inboth the sc ool and community. Com-munity lo tions might include businessand indust al sites, publig: service agen-cies, and cultural centers. For example,an art ap reciation activity might be'conducted at a public museum and/orprivate ga erY; or s' consumer educationprogram *ght take place at a city officefor consunler affairs.

_

4.2 Learners should have the 'opportunity,upon request, to be assigned to an actualwork situation related to that learner'sinterests, career objectives, and maiurity.For example, a learner interested inveterinary medicine or in caring for con-fined animals might gain experience at amunicipal animal shelter, learning whileperforming a public service and possibl54earning a salary. -

4.3 A means of evaluation should be devel-\ oped, enabling learners to earn credit or

other recognition through certain types

of work situations, participation in com-munity activities, br self-designedties away from the traditional schoolsetting. Such activities might be for abrief or extended period of time. Theymight include such projects as participat-ing in a political campaign, conducting atraffic survey, building a stereo system,landscaping a home, or carrying out a

. health' infromation program for teenagers.

5 should have wide flexibility in%, times for learning.

5.1 School times (hours, days, months, years)should be 'flexible, extensive, and variedenough to accommodate a diversity oflearner- interests, styles, 'needs, andchoice's. Instruction and all °they educa-tional servicessuch as counseling, li-braries, learning centers, and recreationalfacilitiesshould be available to learne\throughout this expanded time schedule.

5.2 School scheduling should allow a learner,to move freely from one` learning activityto another o: the basis ofdemonstratndproficiency.

5.3 School sites and facilities should be avail-able and used throughout the year- andbeyond traditional school hours and daysto serve learners as well as staff andcommunity

5.4 School attendance requirements shouldallow a learner to leave the school systemtemporarily with the approval) of thelearner's parents and the' school. Thesefurloughs should be of ilexible duration,of educational value to the learner, andconsistent with the learner's educationalneeds and objectives. Local guidelinesshould be ..developed to provide for con-tinual contact between the learner andthe school to 'ease the reentry of thelearner into. the school system when thefurlough is completed. Guidelines shoUldalso provide a means for the learner toearn credit -while on furlough by meeting

2 r) 11

I

specified educational objectives if' thelearner desire's to do so.

The number of learners in an educa-tional)setting should promote personal-

. ized instruction.6\.l The size and setting of a learning group

be based on the '-ype of learningactivity to be conducted. All instruc-tional settings Should stimulate learningto the greatest extent povlible.7

6.2 Groupings of learners shogrld lbe small5 -enough to offer a psychological and

physical atmosphere that promotes thedevelopment of the learner's self-worthand identity, *Rhin the school and Com-munity. For. example, a school with alarge. enrollment might be divided intoseveral smaller schools within, a school toensure a more personalized setting.

6.3 Intermediate schools should- give specialattention to limiting school size becauseearly adolescents have unique needs inlearning to live and work with oneanother.

T14

The New Emphasesin Learning

13

There must be changes and new emphasesin the curriculum If each learner is to gain theskills, competence, kkowledge, and valuesrequired to function effectively during thelast quarter century and beyond., Since society and technology are changingso rapidly and constantly, .a key coMponentof any curriculum must be to teach Thelearner how to acquire knowledge. Thisability is so essential that aly curriculumshould give ,recurring consideration to thesequestions: What is important to know? Whatmust be learned? What are the best ways forthe individual to learn?

Self-fulfillment and effe.ltive social partici-pation in coming years will ,demand at leastminimum proficiency in a wider range ofskills. In addition to the most fundamentalskills7communication and computationtheconcept of essential skills should be broad-ened. To be 'prepared for daily life in themodern world, learners must also gain theskills needed for physical conditioning,health, scientific and technologjcil literacy,responsible. citizenship;' and positive socialinteraction. Many of these skills serve as thefoundation for further learning and problem-solving throughout life.

27

Other new emphases 'in the curriculumshould eritble each learner to:

PursTiZrli productive career.Make decisions.

It Usk increasing amounts of leisure timeeffectively.Develop an aesthetic sensitivity.Maintain physical and emotional well-being.

_Understand others and one's self.

Instructional programs must be designed tomeet these needsIThey must also be restruc-tured to emphasize concepts and values thatreflect present and future needs and concerns.Such emphases require that the content ofinstructional programs center primarily on thepresent and the future. The Past, however, is-certainly not to be ignored. But whenever thepast is related to the present and used to helpanticipate the future, it assumes a practicalmeaning for the learner. This meaning may bedenied if the study of the past is approachedas an end in itself. In addition, instructional,programs should enable the learner to bringtogether and relate knowledge from 'manyareas as a realistic preparation for life.

Furthermore, instructional proixams shouldstress the interdependent nature of theglobal and immediate environment. Theyshould acquaint the learner with the' ecologi-cal, social, economic* political, cultural, andtechnological systems within these environ-ments. In discovering the relationships be-tween these man-made and natural systems,-the learner - can develop an awareness andunderstanding of worldwide problems andtheir actual and potential impact on thequality of life.

Instructional programs also should instill inlearners a clear understanding that the preser-vation of their democratic society requires analert and informed citizenry. Learners mustrealize that democracy cannot function effec-tively in a climate of ignorance and indiffer-ence. They must recognize that, as citizens ina democracy, they not only hive certaininalienable rights but also serious duties andresponsibilities.

The new emphases described in this sectionare not generally viewed as new courses.

14

Rather, they are intended to 'become pointsof focus in many of the learning experiencesthat make up the curriculum.

In developing the new emphases in learn-ing, schools should offer a variety of ap-proaches, materials, and formats.


7 Learners should demonstrate profi-ciency in essential skills,

7.1 Each learner Should achieve and demon-strate specified levels of proficiency inthe falowingessential skill areas: -

o Each learner should demonstrate En-glish language proficiency in the com-munication skills of reading, writing,speaking, and listening. Each profes-sional teacher sliyuld4assist learners indeveloping the skills to meet the read-

s ing and writing requirements unique tothat particular subject area.

o Each learner should demonstrate profi-ciency in he computational 'skills ofaddition, subtraction, multiplication,and division, as well as in the use ofdecimals and percentages and in theunderstanding of the systems ofmeasurement.

c Each learner should demonstrate theability to maintain a satisfactory levelof physical conditioning and psycho-motor coordination consistent withone's identified needs nand physicaldevelopment. Each learner should alsodemonstrate an understanding of thehealth practices that will serve him/herthroughout his/her lifetime.'The physi-cal conditioning needs' of each learnershould be determined by trained pro-fessionals. on an individualized. - basisand communicated to that learner. Thelearner should meet personalizedphysical conditioning needs throughparticipation in appropriate activitiesand-demonstrate periodladly that the

desired level of fitness is being main-tained.Eo ach learner should demonstrate scien-tific and technological llteiacy. suchliteracy should includestanding of scientific principles and theability to apply ,that understanding toeveryday situations.

o Each learnef should ,demonstrate aknoWledge of American governrneniand institutions and an- understandingof 'the responsibilities of a citizen in ademocratic society. The learnershouldalso demonstrate an understanding ofthe themes, lessons, and trends of

lory.o Each learner should demonstrate the

Skills needed for positive interactionwith others in the school and commu-

, nity+, These skills are similar to thoseneeded for interaction with individ-uals, groups, and institutions withinthe larger society.

7.2 Each learner should be required; asa condition of completing' secondaryeducation, to demonstrate specified lev-els of proficiency in reading, writing,and computation. The minimum levelof proficiency should be determinedby the state. A method of enfotcingschool systems' compliance with thisrequirement shoulktre developed andimplemented.

7.3 Local school systems should determineminimum levels of proficiency desired inall other essential skill areas for learnerscompleting secondary' education. Indetermining areas and levels of profi-ciency, load school systems should besensitive to 'the needs and aspirations oftheir schools and communities. However,they also should consider the necessity ofpreparing each learner to function .suc-cessfully as an adult within the largersociety.

:5-87963 2 9

8 Social concepts that reflect present andfuture heeds and concerns should beemphasized throughout the curriculum.Instruction should also emphasize de-velopment of human values.

8.1 Instruction should relate to andreflect contemporary and emergingcerns. It should offer a means of examin- -ing the nature of society and its eco-nomic, political, social, and cultural insti-tutions. ICitowledge of the past should beused 'to illuminate contemporary andfuture issues and aid in solving currentand emerging problems.

8.2 Instruction should aid learners in devel-oping and clarifying their social, political,moral, and cultural valuei and in under-'standing the values of others. To do this,learners should be taught the skills re-quired for critical analysis of divergentopinions. As part of this process, learnersshould become sensitive to the tech-niques and intent of prOpaganda, slantedmaterials, and fallacious thinking:

8.3 Instruction should stress the relationshipsamong various 'disciplines rather 'thanbeing oriented to only one subject. Theinterrelationihips of learning might 'beemphasized by presenting learners withproblems requiring multidisciplinary ap-proaches for soluti4.

8.4 OrStruction should give increased erirpha-sis to fostering insight into the relation-ship of the individual to one's ecological,social, and economic environments.

8.5 Instruction should acquaint the learnerwith the nature of a global society inwhich interdependencies extend beyondnational boundaries and languages/

8.6 Instruetion should acquaint learners withthe processes used in producing anddistributing goods and services. Learnersshould be taught how to discriminateamong the many persuasions, products,and services in the consumer marketplace

15

4

41, r

and how to determine their value. In-struction should also be 'directed towarddeveloping the 'functional skills needed tomanage' income,' negotiate business mat-ters, and . adopt the attitudes and prac-tices of a wise consumer.

8.7 Instiuction should aid learners in devel-oping knowledge and lifelong attitudesand practices leading to optimum health.Learning activities should promote thefollowing: respect fur personal healthcare; understanding of the biological andpsychological procestes of human devel-opment; awareness of communicabledisease; development of skills in selectinghealth products and services; appreciationof the value of adequate nutrition; anddevelopment and maintenance of physi-cal fitness.Instruction should assist learners in ac-quiring skills in sports that can becomelifelong activities and can be enjoyed onan individual, and/or coeduca-

8.8

tional basis.

8.9 Education for democracy should be asignificant part of the instructional pro-gram. As part of this emphasis, theschool's administration, student govern-ment, and student newspaper should re-flect the principles of an enlighteneddemocracir. In addition, instructionshould be aimed at teaching the basicprinciples and history ocAmerican gov-ernment -and its institutibns in a thor-ough, interesting, and meaningful mari-ner. The institutions to which citizensrelate most often including the publicschool systemshould receive -primaryattention.

9 Learners should be assured experiencesthat promote cooperation, understand-ing of others, and mutual respect.

9.1 Learning activities should be designed toequip the maturing, learner for positivehunian relationships involving the familyand others..

16

9.2 School systems shall provide plannedexperiences for learners to be in regular'contact with and, learn from peoplewhose racial, ethnic, socioeconomic, orcultural backgrounds are different fromtheir own. Such experiences can best beprovided in schools that enjoy an inte-grated student body and staff. A methodof enfOtaing schocil systems' cOmPliancewith this requirement should be devel-oped and implemented.

9.3 Procedures should be implemented forbalancing, replacing, and/or removing allprejudiced or biased instructional mate-rials from the curriculum.

9.4 Learners should be assured of the oppor-- tunity to participate in all schbol courses,programs, and regardless of age,sex, race, religion, or national ancestry.Any stipulated prerequisite for partici-. pation7such as completion of previousprograms, grade point average, or ageshould, have a direct bearing on theactivity to which it is applied.

9.5 School systems should ensure that staffmembers at all employment levels reflectthe chatateristics of the larger society.This- means the staff should represent abalance of such factori' as ,sex, ethnicity,and age. Such a balance gives learners anopportunity to gain experiences and havecontact with a diversity of people similarto those they will encounter as adults.

10 Learners should instructed in theprocesses of decision n making.

10.1 Teaching the processes of decisionmaking should be a regular activity inyanous instructional programs. Thisactkity should include learning to de-scribe a problem clearly, developingpossible alternative solutions, and select-ing an appropriate solution.

.2 Instructional programs should provide aprocess - to help each learner understandhis/her abilities, weaknesses, interests,

1

30

t.

values, and personal qualities. This_un-derstanding can aid the jearner inmaking wise educational and 'personaldecisions. This'process should be part ofthe continuous advising and counselingefforts by the instructional staff andparents.

10.3, Maturing learners should be given in-creasingly more opportunities to makedecisions that affect their education andfuture. Learners should gain a practicalawareness of the responsibilities and,.consequences related to their decisions.They should also gain experience incoping with these responsibilities andconsequences.

1Learners should have extensive andcontinuing opportunititis for careerawareness, exploration, and prepa-ration.

11.1 Instructional programs should aid eachlearner in developing self-awareness andself-direction while expanding one'saw4eness of occupations, clusters ofrelated occupations, and the changingemployment market.

7

11.2 Instrvtctional programs should ccAtiiu-ally emphasize career planning and

/opportunities in relation to subject mat-ter. Actual work situations and resourcepersonnel from the community shouldbe used to aid the learner in developingcareer, objectives and alternatives.Each learner should be assisted in for-mulating appropriate attitudes aboutthe personal and social significance ofone's own work and the world of work.In familiarizing the learner with theworld of work, the instructional pro-gram should provide him/her with anunderstanding of the economic, social,and political roles of trade, unions,professional associations, corporations,other business and professional enter-prises, government agencies, and con-sumers of.goods and services.

i'l.3

11.4 Each learner should have an oppor-tunity to gain an entry-level, marketablejob kill prior to leaving secondaryschool. .

11.5 Instructional programs shotild acquainteach learner' with the importance ofcontinuing education as a , means tosatisfy the ever-changing' requisites forstability and advancement in employ-ment careers.

11.6 Each learner should gain the knowledge;experience, and :skills necessary to beginimplementing career objectives and tobecome acquainted with various routesfor career advancement. Learners shouldbecome familiar with successful tech-niques for seeking and obtaining em-ployment. School systems, throughcooperation with appropriate local andstate agencies and organilations, shouldassist in the placement of learners whodesire employment, while they are en-rolled or after they have graduated.

Learners should be prepared to useL. increasing amounts of leisure time in a

personally rewarding manner.12.1 Learners should be given opportunities

to,engage in personally rewarding leisureand recreational activities that may: becontinued throughout their lives. Theseactivities7-such, as sports; reading; thevisual, performing, and practical art; aswell as community service and politicalinvOlvementshould be viewed as tidiversion or complement to one's cur-

, 'rent vocation.12.2 Provisions should be made for awarding

school credit and/or recognition forparticipation in leisure-time activitiesthat give learners skills and attitudesconducive to adult leisure-time enjoy-ment. Such activities need not be pur-

_sued under the direct supervision of theschool. However, the school, includingthe learner, should determine the educa-tional objectives to be met, and the

3117

learner ould satisfy these objectives inorder to receive credit.

ra Learners should be introduced to, and110- involved in, aesthefic experiences as

an essential pit of the instructionalprogram.

13.1 Instructional programs should promotethe appreciation of beauty. Sensitivityto beauty should encourage learners toimprove the appearance and quality of

their environment as well as heightentheir enjoyment of life.

13.2 Learners should be introduced to and,more importantly, Wallowed to partici-pate in artistic; literary, musical, theatri-

J" cal, or other aesthetic experiences.These experiences can motivate learnersto pursue a lifelong interest in and anappreciation for the arts and humanities.

13.3 Instrdctional programs should stimulatethe interest of learners to develop apti-tudes leading to careers in the,arts. ,.

The New Educator

Significant reforms in the educationalsystem cannot occur without major reformsin the responsibilities, training, performance,and assignment of educators andOthe relation--ships among educators and learners.

Although the methods in which educatorshave done their jobs in the past have beensuccessful, the old ways of operating schoolsand classrooms are no longer appropriate fordeveloping the type of educational systemand -youngoerson envisioned in this repori.

All educators should be ,responsible forplanning and ensuring the finest possibleeducational experiences for learners in apersonalized system that relies on demon;.strated proficiency. -

They must seeure and utilize the bestlearning resources .available in the school/community. They must assume responsibilityfor seeing that individuals and organizationsin the school/community are served effec-tively and recognized properly for their partin the educational process. -

Teaching efforts must be supplemented andenhanced by expanding the instructional staffto include others who can contribute tolearning and accept responsibility for achiev-ing desired outcomes. Broadening of the staffwould enrich learning by introducing other.dimensions of experience, expertise, and cre,ativity.

Development of a personalized instruc-tional program also requires a new emphasis

19

r.

in counseling. Counseling should include in-structional activities to aid learners in devel-oping the personal skills needed to cope withschool, emerging, adufthikod, and the world ingeneral. ,

In addition, the school staff should includeadvisers Who can provide learners with .person-alized and continuing assistance in solvingProblenis, making educational decisions, andgaining self-knowledge.

Advising and counseling services of al highlypersonalized., nature are particularly ime rtantto learners during Viz,- early years of ad es;-cence. As learners beCome /more self-reliaand self-confident, the nature of the ad-vising and counseling resources must beadjusted to meet the changing requirementsof learners.

As, these new responsibilities are carriedout, schools must make every effort not onlyto Safeguard but also to enhance opportuni-ties for personal interaction among learnersand staff nieMbers, particularly professionalteachers and counselors..

Because of the multicultural nature. ofAmerican society, schools must also employ astaff that can relate to the..diverse back-grounds of learners, their parents, 'and

tl-1,e

community. .

Furthermore, as increased options in learn-,ing times, places, and modes become availableto learners, staff members must be willing da.able to carry out their responsibilities in thmanner, place, and time required by . tparticular learning activity. , ---' --

In addition to redefming the responsibili-ties of educators, reform efforts must bedirected _at. strengthening the quality of train-ing and performance. This requires that train-ing institutions adjust their programs to meetthe new demands of pUblic'education. Train-ing institutions should also become account-able to the state for the effectiveness of theirprograms.

To gain and strengthen skills and knowl-edge, educators must be provided withgreateropportunities to design, conduct, and partici-

20

pate in a variety of staff development activi-ties. The necessity for effective staff develop-ment becomes particularly iMportarit as re-forms are implemented and shifts in schoolenrollinerit affect the hiring of staff. .

A high level of staff performance may alsobe promoted through periodic renewal of all.edficational licenses granted by the state.Consideration shoUld be given to establishing -.a renewal procedure and to designing licensesfor various members of the broadened instruc-

-tional staff.An additional means of bolstering the

quality of performance is to establish' ocal-selection and review procedures. These proce-Aures should provide for the involvement ofrepresentatives of the various members of theschool and community.

The, employment and assignmentk of schoolstaff must be based on the needs of thelearners being served. The job security of anyeducator cannot be paramount to that educa-tor's ability to adjust to the changing needs ofleainers nor to that educator's ability to meetthose needs.

Existing dismissal procedures are, too cum-betsoine and prolOnged to permit schoolsystems to dismiss educators who. lack specificqualifications and skills needed for a personal-

: ized edUcational prograin. Disqicts should notbe forced to retain educators whose ?perfor-mance, :Ictiowledge, or adaptability are obsta-cles to meeting the needs of learners.

Thus; procedures for evaluating and dis-missing educators should be simplified andimproved. However, the principles of aca-demic freedom and due process must beretained and respected.


14 All staff should support and promotea personalized instructional processfor all learners.

14.1 Administrators should give the highestpriority to developing staff and pro-grams that personalize learning.

3

14.2 Administrators should give increasedemphasis to coordinating participationin the decision-making process by par-ents, learners, staff, and other interestedparties who -need to be involved in theconstant renewal of the educationalsystem. Whoever is to be accountablefor the results of a decision should havethe right to make the final decision.

14.3 Administrators should coordinate eclu-*cational activities for parents and othersin. the community as a means of pro-moting knowledge of, and involvementin, school programs and decisions.

14.4 Professional (certificated) teachersshoUld act primarily. as guides, man-agers, and facilitators of the learningprocess, in addition to being well-

, grounded and capable in a particularfield. In carrying ..but this responsibility,professional teachers should arrange abroad array of learning options. Teach-ers ago should be encouraged to de-velop opportunities foi personal interac-tion with learners. They also should alsoutilize a number of persons with variedbackgrounds who can provide instruc-tion under the teacher's supervision.

14.5 School systems should be permitted andurged to broaden the capabilities oftheir instructional staff by seeking; iden-tifying, and employing qualified personswho are not already professional teach-ers. These staff members should be 'provided with a basic understanding ofteaching techniques and 'diverse learnerneeds. The responsibilities of these staffmembers and 'their expected levelof competency should be specificallydefined. in this way, instruction byprofessional teachers can be comple-.mented by a wide range of personnelfrom many walks of life. Personnelmight include members of the noncerti-ficated staff, resource persons from thebusiness, industrial, and professional

.;+

community, volunteers from the com-munity,and learners.

14.6 All adults fiti the educational process.should aware of the tendency of

''young people to emulate adults theycontact frequently. Therefore, theseadults should be expetted to displaypositive attitudes and actions in the areaof human relations.

14.7- School systems should give high priorityto developing teams of professionalteachers and other instructional staffmembers who are able to provide multi;disciplinary learning experiences.

14.8 Instructional staff members should offerinstruction to groups of learners ofdifferent, ages who are prepared for thelevel of instruction to be offered. Forexample, such subjects as art or typingmight be taught to a claSs consisting of

f adults, teenagers, and preteenagers whohave been grouped, together because oftheir level of readiness, not because ofage.

14.9 Staffing provisions should allow leaniersto teach other learners as part of theirown learning experiences. Such oppor-tunities can assist learners in reinforcingtheir owji learning and gaining personalbenefits from interacting with 'others as

, teachers. Provisions should also be madeto award credit to those learners whotake part in some.of these activities.

14.10 Staffing organization should promotedevelopment of professional teams tomeet' the personal needs of learners.SUch . a team might draw from theprofessional fields of counseling, healthservices, psychiatry, social work, andprobation, as well as from instructionalpersonnel-Team composition shOuld betailored to. the 'special needs. of thelearner being served.

14.11 Teacher-learner ratios should be basedon the nature of the learning activity to

35 ,

21

; be conducted and the educational out-comes desired.

5 Counseling and advising should I*directed toward assisting learners hiacquiring a positive self-image to dealwith problems and decisions.

15.1 A sufficient number of- credentialedcounselors should be employed to serveas coordinators, planners, managers, andevaluators of instruction and servicesdesigned to build personal skills. These'skills, which include acquiring a positiveself-image and dealing with personalprOblems, should he taught as a -regularinstructional activity.

15:2 Counselors should serve as _consultantsto the instructional staff in solvinginterpersonal and learner behavior prob-lems. Counselors should develop a rela-tionship with learners to assist in solvingpersonal problems that affect thelearner's behavior' and performance inschool. If these woblems require, inter-vention by an outside agency or profes-sional person, counselors should helpparents in identifying and obtainingsuch services.

15.3 A sufficient number of, adult advisersshould be provided from the instruc-tional and support staffs so that eachlearner can identify with and relate to atleast one adult on ,a one-to-one basis.This type of one-to-one relationshipshould be available throughout thelearner's school life. Advisers need notalways be professional teachers.

Advisers should have the ability andresources to furnish accurate 'informa-tion and advice to the learner. They alsoshould be able to monitor and raport.the _learner's progress in meeting speci-fied educational objectives. Advisersshould aid learners in interpreting themeaning of school policies, practices,and options. Under certain conditions, a

15.4

22

4.

if

qualified adviser drawn from the com-munity can be particularly helpful to alearner.

15.5 Counseling and ad ViS; g services by staff,rs-membe and advile from the commu-

nity should ba augmented by peer coun-seling. 4y serving asli counselors to otherlearners, a learner L,Crin gain' experienceand satisfaction, as well as reinforce-ment, for learning #nd. decisions.

15.6 The counseling Staff of each schoolshould include thOse who can communi-cate appropriately with bilingual or bi-cultural students/I and parentslireitr'thecommunity being served. ,i

Institutions /that prbvide training foreducational personnel should be will-ing to attt to the quality of theirprograms and be sensitive to changingcondition

1;

16.1 Training p ograms should provide an .early screhing process that, offers ameans forthe institution and for. eachcandidate'! to the, appropriate-ness of educational career for thatcandidate. Systematic training should beprovided to give the teaching candidatedirect, ,'Continucius, and varied exiieri-enc,as 'th learners as an early part ofthe táining program. Training shouldalso give candidates an awareness andunde nding of current and projectedemp oyment opportunities.

16.2 1,vhph a candidate applies for a creden-tial, after completing a training program,the training institution should be re-quired to certify to the state that thecandidate has, met desired standards anddemonstrated sp Oiled levels of prOfi-

, ciency.. Standards and levels of Pro-." ficiency should be established jointly by

the appropriate state agencies and repre-sentatives of training institutions andlocal school systems.

3

II

16.3 In setting standards for preservice teachertraining, consideration should be given topromoting' all of the following in -addi-tion to subject matter competence:o A high level of emotional maturity

and stabilityo An ability to interrelate subject

mattero A knowledge of various teaching and

learning formats in a persOnalizedsystem

o professional perspective that re-flects an awareness of the full rangeof educational needs and approachesincluding new technology and tech-niquesto meet these needs

o A basic understanding of the ways inwhich schools are, financed, admin-istered, and governed

o An ability to look at divergent ideasobjectively and present them tolearners in a balanced, unbiasedfashion

o A sensitivity to the needs and differ--ences of individual learners, especiallyas members of a Pluralistic society

o An understanding of and an ability torelate well with adolescents and pre-adolescents, particularly those fromother backgrounds

o A knowledge of the development inyoung people of the perceptual andmotor skills that are essential to themastery of basic skills

o A 'knowledge of the particular needsof youth from educationally disad-vantaged circumstances

Licensing of educational staff mem-bers should be studied and periodicreview considered.

17,1 The existing system of state licensing ofeducators should be studiid to considerthe possibility of developing licenses forthose staff positions described in thisreport Consideration should be given tothe feasibility of a licensing system that

17

(a) encourages career progression andmobility; and (b) enables the eduda-tional system to make widespread use!ial#currently unlicensed experts, parents,learners, and other community membersin the learning process.

17.2 A study of licensing procedures alsoshould determine if a system of periodicreview and renewalor some othermethod(s)should be used as a meansof ensuring professional competency.Particular consideration should be givento the question of renewing a license foran' educational specialty when an edu-cator has not recently practiced thatspecialty.

Local school systems should developprocedures for cooperative selectionand review of staff.

18.1 Local procedures should. be developedto make the process 'for selecting mem-bers of a school's educational staff .onethat includes advice from learners, cur-rent staff members, and communityrepresentatives. However, the supervisOrwho will be directly accountable for theemployee's performance should ,makethe final decision, and the super(risor'srecommendation should be forwardedto the district's superintendent, who hasresponsibility for recommending em-ployment action by the local schoolboard.

18.2 Local procedures should be developedfor the drafting of criteria for theevaluati6n of all educational staff mem-bers on the basis of performance. Theseprocedures should allow for, the con-sideration of representative views ofthose affected by the performance ofthe staff member under review. Thismight include learners and parents, aswell as other staff members.

,18.3 The following policies and practices forpersonnel selection should be con-

18

, 23

tinued, reinforced, and expanded to allschool systems:

o Procedures should clearly state thatthe frequency of review will be speci-fied by the employer at the time ofemployment.

o Prodedurea' should give assurance thatreview will be based on performance.Once a staff member has completedthe probationary period 'of employ-ment, a periodic performance reviewShould still be required as a conditionof continued employment by thehiring agency.:

o Procedures should allow for removinga staff member from a position if thestaff member does not meet acceptablestandards on his/her periodic review.

19I. Staff development activities should be

expanded and tailored to meet chang-ing needs:

19.1 School sOteins, staff, and professional -

organizations should provide staff devel-opment activities, in the Skills of coordi-nating aid .managing resources and ingood teaching techniques. These skillsare needed to conduct an instructionalprograni that is personalized for eachlearner and utilizes the broader commu-nity to provide varied facilities andenriched learning experiences.

19.2 Staff development progrants should bedesigned and administered prUnarily. .atthe local or regional levels so that theywill be responsive to individual learner,staff, and community needs.

19.3 Staff members should assist in identify-ing specific training needs. Programsshould be designed to meet these needs.

19.4 The special abilitiei of individuals onthe instructional staff should be identi-

andreleased time should be pro-vided for them so that they may helpother staff members improve their edu-cational techniques.

19.5 When appropriate, various staff develop-

ivities for individual staff mem-bers should be held in the learningsetting with learners present.

.6 Staff 'development activities should be. offered in a variety of ways and loca-

tions. Each staff member should have anopportunity.. to design :his /her own pro-grams with the approval of appropriateofficials of the school system.

19.7 School. systems should provide staff -

development opportunities in the' area ..of multicultural education so that staffcari better appreciate the heritage andvalues of the diVerse groups in a plural-istic society. However, staff membersshould have the primary responsibilityfor attaining a sufficient level of sensi-tivity to the multicultural aspects ofsociety.

19:8 Staff development activities for edu-cators should include intensive trainingin the teChniques of evaluating in-

. striiction.

19.9 Staff development activities for adriiin-istratori and teacher trainers should'include, at periodic intervals, the returnof these educators to teaching responsi-bilities.

20 Proculures for evaluating and dismiss-ing educators should be simplified andimproved.

,,20.1 The existing process granting perinanentstatus to public educators should, be .

improved to provide as much assurancefor the rights and welfare of the com-munity and_learners as is provided foreducators.

20.2 Continued employment' of an educatorin a school system should be determined'primarily on the educator's ability tocarry out specific assigned duties. Allassigned duties should be designed tocontfibute to meeting the needs of thelearners being served. Other reasons for

2438

dismissal presently specified in the Edu-cation , Code should remain in force.Under no circumstance should the par-ticular salary of an individual educatorbe any part of a consideration to dismissthat individual.

'20.3' Evaluation procedures should be estab-lished that clearly focus on the edu-cator's performance of assigned duties.

20.4 Prior to initiating dismisial proceedings,every effort should be made to assist theeducator in question to improve his/herperformance.

20.5 The process of dismissing an educatorshould be expedited to ensure that the

community and learners will sufferminimum effects from the unsatisfac-tory performance of that educatot.

20.6 Whenever a school system intends todiscontinue the employment of an edu-cator, the educator's right to due pro-cess must be observed.

20.7' The principles of academic freedommust remain inviolate, and educatorsmust retain the right to hold beliefs oftheir choice. This will guarantee theright of educators to direct freely, with-.in their specified job duties, the aca-demic inquiry of learners.

25

New Resourceand Responsibilities

Educational reform cannot he fully achievedWithout new and better managed resourcesand a clear establishment of responsibility forreform.

The educational system should make widerand better use of the state's human, ph 'cal,and ,financial.- resources to meet edu tionalneeds and enable learners to reach edu tionalobjectives.

Broadening the range of resourc atwofold task. First, it calls for firm ass ncefrom the state that the level of r catresources will be adequate for meet' g theneeds of learners arid staff within a cons tlyreforming educational system. Second, thebroadening of resources requires that schoolsmake more effective use of existingbutlargely untappedcommunity resources, espe-cially those physical ang human resourcesthat can promote a personalized learningprocess and meet the needi pia multicuitulalsociety.

School financing should encourage, ,not,hinder, development of programs that emplia-size a broad range of options for learners andteachers, including learners with. exceptionalneeds. tA

The total impact of the recommendationsin this report cannot be fully realized unless aspecific and separate 0egrara of financial.Support is available to develop leadership andrestructure existing school programs.

State funding for leadership training andrestructuring must be a consistent element in

IN

school .finance planning. This will enableintermediate and _secondary seluxIds to corithtue to change in concert, with broader socialchanges. In this way the state's educationalsy/sterit can become and -remain self-reneviingand effective,

The full financial implications of thesereforms cannot be projected accurately at thisthne, JVIanY of the recommendations can beimplemented at no cost whatsoever. At thestart, some recommendations may requireconsiderable expendituresparticularly thosethat involve' personnel. But many costs shouldactually duninishas people in the eilucationalsystem begin to change and additional. re-sources are...utilized,

An equally vital part of the reform effortmust be to coordinate participation of thoseindividuals, esoups of _individuals, educationalinstitutions, and other agenciesthat can con-tribute to a personalized educational system.

In addition, criteria should be establishedso that all individuals and institutions in-volved in this system may carry out theirresponsibilities effedively.

The citizens and taxpalfers of California areentitled to assurance that their public schoolsare meeting the needs of learners throughoutthe state. They deserve evidence that schoolsare conducting programs tailored to the neediof ,their local, communities. To provide theseassurances, the programs of all Californiaschool systems should be evaluated on aregular basis, and the results of these maim-dons should be available to the public.

The people of California are also ertitled tohave schools that are run in a reiponsive anddemocratic manner. -Therefore, the process ofgoverning a school or school district mustrecognize the differences in school neighbor-hoods. The process must also provide maxi,.

the needs of rs, staff, parents, com-munity,

flexibilitY for eaitomanT:Itjek wite-re pond toond

munity, and the broader society. It must offera nieans by which those affected by policydecisions can be inforined of events and

situations. The opinions of these individualsmust be considered' as policies are determined'.

The responsible development and use of .

human and material resciur require that allschool systems develop an conduct a publicinformation program base on the belief thata fully informed staff and public make wiserdecisions. Involvement and support are mean-ingless without accurate information. As amatter of prhiciple, the public has a right toknow what takes place in 'the institutions it'finances. Furthermore, the' reporting ofschool systent actions to the school andcommunity, media, and general/public is goodinsurance against needless misunderstandingand mishitekpretation. Exceptions to disclos-ing information should only be made to pro-tect the constitutional rights of individUals.

As part of the reform process, colleges and-,, universities must work Closely with the public

schools to assure' learners of an orderlytransition from secondary schools to highereducation.


`Schools should be assured of predict-L. I able funding' at a level that will pro-

vide quality proirams adeqUate tomeet the individual needs of eachlearner.

21.1 State school financing should not bebased on a school syst,Jm's average dailyattendance figures no tied. to the timeor manner in which instruction is pro-vided. School, financing would be morerealistic if it were bated on the numberof learners enrolled in a school system'seducational programs.

21.2 Every school system should be assured alevel of financing sufficill to meet theeducational needs of each learners.This level should be determined by anannual review of statewide cost indi-cators on a school system basis. The.State Department of Education should

41

1 - ,

27

ti

proceed to plan and implement a budgetof state financial support for all inter-mediate and secondary schools forannual presentation to the Legislatureand the Governor.

a. In developing an 'annual budget- ofstate support for all intermediate andsecondary schools, the State Depart- .ment of Education should accountfor expenditure- :trends to supportyearly overhead costs,. future projec-tions, and approved multiple-yearprogram commitments.

b. To facilitate planning and implemen-tatibn of educational progrartis, thestate's budgetary, process should em-phasize appropriation decisions asearly in each legislative session aspassible.

21.3 Separate funds, administered by theState Department of Education, shouldbe provided annually to stimulate thenecessary restructuring and provideleadership and staff development for thereform of intermediate and secondaryeducation. The 'amount of fundingshould be reexamined annually to en-sure its adequacy.

21.4 Provisions for retirement from a careerin education should be structured andfunded to give individuals a practicaloption of retirement at a relatively earlyage.

21.5 Additional funding as necessary shouldbe provided for all cocurricular activitiesin intermediate and secondary schoolprograms, such as interscholastic ath-letics and the performing arts.

22 School, systems should make effectiveuse of community " resources, and in-centives should be develoPed for com-munity participation.

22.1 Every effort should be made to identify,obtain, and 'utilize fully and effectively

28

those physical and human resources inthe community, that can contribute toachieving learning' objectiies. Special-ized facilities and' experts can bringvitality to the instructional program,particularly in the area of career aware-ness and preparation.

22.2 Attempts should be made'to seek, Man-age, and coordinate the participation ofvarious segments of the community inproviding opportunities for learning, ser-vice, and cultuiel experiences. Amongthese seginents are business) industry,labor, government, and nonprofit pri-vate organizations, as well as local resi-dents of all ages.

22.3 A means-should be'deve °peril-0 provideparticipating agencies d individuals.with recognition, tax centives, Tutan-cial assistance, Or other otivation fortheir participation in e educationalprocess.

22.4 School systems should work with thecommunity 'to make full and wise use ofthe increasing variety of new learningmaterials, equipment, and systems, suchas television, computers, and other tech-nological advances. Them can offermeans for achieving greater indepen-dence in learning and teaching and litmaking optimum use of human re-

.

sources.

22.5 The cooperation, support, and assis-tance of appropriate agencies should beobtained to provide a service for theemployment and/or educational place-ment Of learners as they complete theirsecondary education.

22.6 Extensive efforts should be made togain and coordinate the involvement ofother agencies and parents in solvingschool /community probleins, such asproblems of violence and vandalism andthe health and nutritional needs oflearners.

42

22.7 To the broadest extent desirable, serf'vices of all state and -local agencies/working to serve the deeds of youth

P should be within easy access of learners.22.8 School facilities and resources should be

readily available to the community foreducational and recreational acWities ifsuch use does not conflict with schoolprograms. In this way school sites canbe a center for community activity.

23 The programs of all school systemsshould be evaluated regularly.

23.1 The state should assume responsibilityfor establishing a statewide system ofperiodic evaluation of intermediate andsecondary schools.

23.2 The evaluative criteria should include,but not be limited to, the degree towhich learners achieve mastery of essen-tial skills, prepare themselves for em-ployment or further education; anddemonstrate such proficiency as may berequired by local school boards. Theevaluative criteria should also includemeasul ts of school efforts to utilizecommunity resources in learning activi-ties and to ensure that all learnersachieve mastery of essential skills.

23.3 The statewide system should provide forevaluation mechanisms in which learn-ers, citizens, edlicators, and local schoolboards are actively involved in establish,ing local evaluative criteria, gatheringinformation about those criteria, analyz-inethe inforrhation, and disseminatingthe results.

23.4 Results of school evaluations should bemade available in a timeli and under-standable fashion to those who requestthem; and the availability of the resultsshould be publicized. .

23.5 In the event that a learner leaves thepublic school without attaining locallyspecified levels of proficiency in esseri-tialskills, the school should document

24

,/for parents and the learner the reasonssuch proficiency was not achieved.

When fordiulating policy, those re-sponsible for governance of theschools should seek out, respond to,and consider the inforrnatiOn, advice,and -reCommendations of those partiesaffected by these actions.

24.1 Local' school boards should adopt offi-cial and well-publicized means by whichthe 'views of those persons most inter-ested in, and affected by, a decision areconsidered at appropriate stages of thedecision-making process. Such a mecha-nism should be used for issues and'topics of both general and specificinterest.

24.2 Local school boards should focus atten-lion on determining policy and shouldnot become involved in implementingpolicy. Local school boards should giveschool administrators the a t ority andresponsibility to im and deci-sions.

24.3 School system policy should require aplan of operation that gives staff, par-ents, other adults, and learners in eachschool and community an active role inde'veloping policies for their school'sprogram.

25 School Systems and school administra-tors should support an aggressive pub-.lic information program.

25.1 Local school boards should adopt afirm, written policy that gives she& anddirection to a comprehensive two-ivaycommunication process. This policyneed not be a weighty catalogue ofspecific programs, but it should outlinebroad communication objectiVes.

25.2 Public information programs of, schoolsystems should be conducted With ,theOm of stimulating public _and staffawareness- of, and interest in, school

43 29

policies and instructional piograms,therel) increasing the involvement andparticipation of staff, parents, a.nd thecommunity in school activities:.

Intermediate and secondary choolsand higher education instishoUld cooperate M identifyilege and university entrancetencies.

tionsg col -mpe-

26.1 The state's public schobl system houldwork with institutions of higher duca-,tion in identifying and describ' g theacademic and personal skills a earnermust have in order to-cope wi thechallenges one will experience n thecollege or university campus.

26.2 Admission to college and universityprograms :, hould rely not onl, ondemonstrated 'academic profiperiencien butalso on the learner's incocurricular activities- d demon trated

ikabilities in areas beyond the ,stndardacademic mold. /

26.3 School systems s uld seek to itnprovelines of comm nitation With /institu-tions of highe r 'education to foSter thefollowing: ciprocal acceptanice andunderstan.., g among the systems; jointprojects curriculum develop ent andteachin approaches; recognitio of thechant., g emphasis in learning- and ac

, cep ce of *education as a' ntinuinglife ong activity.

Since Allis report seeks to promote morepersonalized and effective' ducation at boththe intermediate and secondary, levels, theCommission's recommendations are intendedfor applicatiOn in grades 'seven through twelve.

Because of this broad application, the

Concerti's for the "cot usuenalid:tions andrationale for reform do'not between inter -

}Early Adolescent fact, the Commission has specifically- recom-mediate and secondary -school learners. In

mended elimination of the artificial barriersthat separate learners on the basis of grade Orage level.

Nevertheless, the Commission fully recog-nizes that important differences exist betweenthe early adolescent learner at the inter-mediate or junior high school level, usuallygrades seven through nine, and the olderteenager at the secondary or senior , highschool level, usually grades ten through twelve.

In view of the unique characteristics andneeds of the early adolescent, the commissionacknoviledge,s that certain of its recoMmenda-rions cannot and should not be emphasized orapplied in the same manner at both theintermediate and secondary levels. Therefore,before any imilementation plan is developedby the State Department of Education, theCommission feels it is essential to explore thesecharacteristics and needs in relation to therecommendations stated earlier in thi

To begin- VI 1, e early adolescent learneris most" obviously characterized by rapid andprofound- physical changes. These bodily

changes are accompanied by psychological,sociological, and emotional changes of similarmagnitude. -

Because each-child has, a unique timetableof growth and development, the early adoles-cent is often confused, frustrated, and con-cerned by the marked physical and emotionalvariances among maturing youngsteiO.

The early adolescent is truly "in-between"childhood and adulthood. This learner isconsciously moving 'away from childlike waysof behavior toward more adult' ways Ofbehavior. However, the early adolescent findsit difficultif not impossibleto fit. com-Pletely or comfortably into either pattern.Thus, this learner 'may4 frequently and .Oud:&nly alternate between the two. .

Until most learners enter intermediate orjunior high school, their lives are almost'entirely organized ,. and directed by adults.During their elementary school years, young-sters generally seek to please their parents andteacher rather than their peers. But, as thelearner enters adolescence, he/she begins, tostrive fOr peer group approval, often rebellingagainst adult influence or expectations.' Whileseeking to conform with the peer group, theearly adolescent is also seatching for self-identity and awareness. These two types of,Objectives tend to work at cross purposes,

, much to the bewilderment and dismay of thelearner.

During the pivotal years of early adoles-cence, learners are eager to test new ideas,skills, and talents.. At the same time, theywant security, understanding, and encourage-ment. These characteristics generate distincteducational needs. These needs require instruc-tional programs providing opportunities forexploration of subjectsi,abilities, and interests.

instructional progransjor this age groupmust also foci's on developing the learner'sself-awareness and emotional well-being, astwell as o de-relOping cognitive skills andknowledge. COnsequently, the Commissionbelieves that several of its recommendations

< have special implications for .the' early adoles-

32

cent. The first two recommendations in thisreportrecognition of the learner as the pri-mary client and reliance upon demonstratedproficiencyare especially crucial. They rep-,resent a sharp departure ftom educationalpractices at the elementary level.

Since the intermediate school will offer thelearner The first significant opportunities tomake meaningful decisions about his/her edu-cation, latitude for such decision makingshould be related directly to the learner's levelof 'maturity": There should be a gradual transi-tion in decision-making responsibility fromthe parent to the learner.

.In recognizing the learner as the primaryclient, special emphasis should be given by theschool to aid ounger learnels in examiningthe possible consequences of theirdecisionsand in developing a sound stet of values onwhich to base their decisions.

As learners are phased into decision-makingresponsibilities, they should not be discOur-,aged from taking risks for 'Tear of failure orerror. Instead, they should be urged to experi-ment, tackle new challenges, and learn .fromtheir mistakes.

In relying on demonstrated proficiency.todetermine k a learner's progress, schools servingearly adolescent learners :should devote con-siderable resources and attention to assessing'each learner's strengths and weaknesses. Thisassessment should be used to provide aPpro-priate options to meet identified reeds.

As new and varied options in programs and- -7--learning styles become available, the earlyadolescent cannot be expected to make all ofhis/her own chokes immediately. Thus,opportunities for choices in learning pro-grams, formats, places, and,times (recommen-dations 3, 4, 5) should be mftde available on agradual, but increasing, basis.-

While" the early adolescent may appearquite eager to learn in different situations andenvironments, the- various learning locations(recommendation 4) available to these youngpeople should be more closely, linked with,

481;

and supervised by, the school than the learn-ing locations for older learners.

Because of differences in maturity levels,opportunities for learners to leave the schoolsystem IeMporarily (recommendation 5)should be more restricted at the intermediatelevel than at the secondary level, and moreintensive counseling should be available toyounger learners wishing to leave school.

school .a real bearing onAs in recommendation 6, the size of

a ol setting may havelearning, especially during the years of earlyadolescence. Thus, a smaller school settingbecomes highly desirable for these learners.

It is extremely important that the inter-mediate 'school curriculum (recommendations7.. through 13) provide greater opportunitiesfor early adolescents to explore careers, dif-ferent subject areas, and the performing arts.As they progress in school, they should beable to pursue more specialized learning activ-ities. In doing this, it may be necessary tooffer learning activities that guide early 'ado-lescents in the exploration process.

The intermediate school curriculum shouldalso- devote extensive resources so thatlearners may gain mastery of essential skills(recommendation 7). Without this mastery,learners- will be hindered from taking fulladvantage of the wide range of learningoptions that should become increasingly open,to them as they mature.

Although many learners may be able todemonstrate proficiency in essential skills at arelatively early' age, remedial instructionshould be readily available at the intermediatelevel for any learner who may require addi-tional assistance in.. reaching minimal levels ofcompetency.

As learners seek mastery of essential skills,' the intermediate school should make everyeffort to motivate and challenge learners toexcel beyond the minimal leVels and toexperience satisfaction and joy in learning.

Recommendations defining new responsi-bilities for educators (recommendations 14through 20) should enable intermediateschools to develop and maintain a staff that is

/

more "learner centered" than "subject cen-tered" and thus more responsive, to the needsof early adolescents.

Educators- whb work primarily with chil-dren in this age group should view theirassignment as an instructional 'specialty re-quiring particular skills' and training. Such an "'"

assignment should not be considered a step-ping stone to a senior high school position.Rather, it should carry its own status becauseof the special abilities it requires.

Since school counseling and advising efforts(recommendation 15) are extremely vital dur-ing early adolescence, these services should begreatly expanded at the intermediate level. Byproviding adequate services at the intermedi-ate level, school systems may reduce the needfor such services at the senior high schoollevel.

Full consideration should be given to thespecial staffing requirements at the inter-mediate school level when providing financialresources (recommendation 21). Comparablelevels of funding for intermediate and sec-ondary schools should be considered so thatintermediate schools may improve staffingratios and services:

Finally, as guidelines are developed for the-participation of learners in the decision-making process at school (recommendations18, 2, 24), the degree of learner participa-tion should be appropriate to the abilility oflearners in a particular age group to perceive ,t,)5

and evaluate school needs and accept respon-sibility.

ff education becomes genuinely personal-ited to the extent, envisioned by this Commis-sion, school programs and services: will indeedfocus on .meeting the needs of each learner asthat learner moves from early adolescence toyoung adulthood. The Commission has nointention of prescribing how time programsshould be developed and carried out. How-ever, it does have a responsibility to empha-size that the age and -maturity of each learnermust be a primary factor in determining theway in which the Commissiqn's recommenda-tions are implemented.

4. 33

Beyond the Report

34

California today is very much a product ofthe ever-changing 20th century an of themen and women who live here. The citizensof this state have built a society that canboast or great progress in a vast number ofareas; yet, this same society has generated .

many complex problems that remain unsolved..The people of California have built pith&

institutionsschools,- welfare agencies, healthcare networks, and criminal justice systemsthat manifeit both the progress and theproblems of todayls society.

This report has focused on one of thoseinstitutionsthe school. More specifically,it has focused on . one segment of thatinstitutionthe intermediate and secondary

levels.Because our education) system is a prod-

uct and a reflection of our society, theCommission believes it is the right and respon-sibility of all the people of Californianot ofthe Conunissionv not of thestate; not of localeducational agenciesto reform our schools.

The Commission maintains that there is an,inescapable and justifiable need for change inour schools. But, if our schools are to servesociety well in the years ahead, the COmmis-sion believes this change must be sparked by acarefully planned, broadly supported systemof reform. Genuine reform .can only occurand have a POSItive and lasting impact if thepeople of California willingly and activelysupport the reform effort.

This support is particularly important inthe' education community itself. The Commis-sion .is fully aware that . public educationoperate through a' set of laws, school sys-tems, personnel, and practices. It is vital thatthe educa on community not only recognizethe inevitab" -ty of change but also be a leaderin the Pioce of change. Change is bound tooccur, but wi hout the involvement of theeducation community, the task of reformingeducation can never be fully ac, complished.

In-shaping its vision of reform, the Com-mission has concentrated on bringing criticalissues into focus, defining the primary objec-tives of public education, and devising waysfor learners and educators 'to, reach theseobjectives,-

Rather than drawing a detailed blueprintfor Change that might hinder the flexibilityand creativity th,lidanimission seeks, thisreport is intended filligke the imagination-ofeducators, parenti, and learners., It is designedto encourage them to develop and, pursue awide-ranging variety of options and ap-proaches to personalized teaching and learning.

It has never been the task of the ComMis-sion to determine how its recommendationsshould be implemented jai an organized, sys-tematic fashion.. Thatifclearly the job bf the-.California State Department of Education.HoWever, the Commission does realize that

o

4

existing restrictions and restraints will have tobe removed if the desired reforms are to berealized.

The. Commission also understands that toreform education is, in many ways, 'to reformthe society that the people of. California havecreated. Thus, the Commission urges all Cali-fornians to consider what . kind of an educa-tional system, and what kind' of a society,they, seek for their children, and the largercommunity. It further urges all Californiansto work to make that system a reality, for anymajor reform will affect life here for decadesto come.

The Conunission has not assumed the roleof telling the 'people of California whatchoices- -to make : Rather,--- this report is-iii-tended to begin the kind of d9bate which thecitizens' of this state deserve and from whichsound decisions Will be made.

The Commissioners have deliberated theissues invOlVed and make,these recommenda-tions as a direction for action. The Commis-sion has accepted the challenge by urgingspecific reforms; now it offers its challenge ofmaking reform 'happen. To stand still is todeny the youth of this state the high- qualityeducation they deserve and require.

Californians have the opportunity to givethemselves a great gift! an educational systemworthy of their children:

v.

Addenda

a

Part I

Comm ion membeis have worked diligently toachieve co nsus wall of the issues and recommen-dations incl ded in this report. They agreed thatconsensus wo d consist of at least a 75 percent voteof approval for 11 recommendations included in themain body of the document. However, several mem:.bers felt that adds ional or dissenting points. of viewthat received less than the required 75 percentsupport should also b "included. By agreement, thesestatements were,circul ed to the full Commission for .

review as part of the final approvahvocess. Thestatements contained .in 'art I of this addenda gainedconcurrence from More' than 25 percent of theCoMmission members.

PART I

ADDENDUM A

The Commission report, by covering a very widerange, tends to mix the central elements in reformingpublic education (luting the rest of this century with,subsidiary issues. In our view these reforms shouldconsist of three related elements.

First, we must redefine what a school is. In ourview a, school is wherever', whenever, and formwhatever source each student can learn best. Thismeans breaking dowri the barriers within schools thatdivide people into groups., often hostile to each other:administrators, teachers, aides, students. It also meansbreaking down the barriers which separate the schoolsfrom the community so that parents, businessmen,workers, public servants, and others can make theircontribution to the education of our young people:

Secimd, there should be changes in who decides,what is taught and what is learned. This means thatstudents and parents should have much broaderchoices in deciding what kind of schooling they canhave. The educational system would therefore have tooffer a wide variety of options for the clients to

choose among; and the public should haire a voice indefining the kinds of optiontqhat are offered.

Third, there should be more flexibility in definingwhere and when education takes'iRace. The preambleto the Commiision report proposes that society itselfbe at the core of schoolingThis means that studentsshould be able to' gain some of their education in

4. many ways-work, travel, community service, and soon-Often far from the school and often also far fromthe certificated school staff.

We present our view 'Of the Central elements of-reform for two reasons. First, we 'believe that theCommission report tends to underemphasize theseelements by attempting to cover too broad 'a canvas,-ipcluding many 'Prow:with Which are not teal reforms,but restatements of current policies and irracticeS.Second, end far more important, we believe that this.statement Makes clear our bogie premiie: that societyhas put a_disprsiportionateLishare_of_educationaLrespolLittriiity on the schools without correspondingincreases h4tesourcei This situation often leads to"mass production" of high school graduates as thepath of least resistance. In the process, school systems

becoMe large-scale institutions, often divorced.from .constructive interaction with the community. Itis time to start. reversing the trend of the past 75years. and to start building an educational system thatbrings together, the resources Of school and coininn-nity to help young people meet their diverse andchanging needs:

t,Conrad Briner, Raton Cortines,John Pincus, and Robert Stout

Concurrence by the following Commission members: MelvinBarlow, Elena Maria Bermudez, Robert Botts, Mary JaneMinton, John Cimolino, Austin Davis,. Laura Fujikawa,Charles Hutchison, Richard lOhnsett, Gene Kaplan, FrankKiditer, Ruth Asawa Lanier, Robbin Lewis, Kendall Lock-hart, Henry. Marshall, Molly McGee, Beverly Mooney, LelandNewcomer, William Noble, Armando Rodriguez, and JamesTaylor

ADDENDUM 1-B

There is scone implication in; the Commissionreport (e.g., Section 212) that state-local funding foreducation should be increased. In light of inflationarypressures, some increases may clearly be in order. Butin a time of economic 'recession and 'an era ofdeclining enrollment, any reel increase in funding forschools should be tied to requirements that theadditional resorts .area being used effectively as acondition of continua, funding. California's earlychildhood education (t(E.CE) program has set an

_

example in this respect. Increases in ECE funds forschool districts are tied to school-leirel performance inECE-funded schools. The approach offers a soundbasis for future increases in school system funding.

-John PincusConcurrence by the following Commission members: Melvin,Barlow, Maria Elena Bermudez, Conrad Briner, Harvey Cole,Ramon Cortines, Austin Davis, Laura Fujikawa, CharlesHutchison, Robert Joss, Gene Kaplan, Frank Kidner, RuthAsawa Lanier, Kendall Lockhart,, Henry Marshall, MollyMcGee, BecerlY.Mooney, Armando Rodriguez, Robert Stout,and Freda Thorlaksson

ADDENDUM IC

Section 23 reconimends that the state (Depart-ment of Education) be assigned the responsibility forevahrating the effectiveness of the educational pro-.gram conducted by the local school district. I concurwith the philosophy that every program should beevaluated as to the efficiency of its Operation, thedegree of meeting the needs of its clientele,, and thedegree of attainment of its own goals. I further agteethat the develoPment of the programs, goals, andprocedures must be-done by local people at the locallevel.

I cannot acept the concept that the state (Depart-ment of Education) could. or should develop themethod and procedures for evaluating fairly, equi-tably, and honestly the different programs developedby local districti and/or the inherent variationsdevised to meet the focal needs and aspirations:

This is no more possible than would be an attemptto measure oil, diamonds, oranges, and Wind velocityby the same yardstick.

I submit, as a classic case in point, the frustrationsand resentments developed statewide this year overthe evaluation methods and procedures (Monitor andReview) of this state (Department of Education) inassessing local early childhoOd education programs.The state is attempting to measure the degree of localproficiency towards meeting local goals by state-established criteria ,based upon proctdure,:t, not uponresults. An evaluation of local proficiency must bebased upon the criteria of the local program.

-John CimolinoConcurrence by the following Commission members: MelvinBarlow, Maria .Eleiui Bermudez, Robert Botts, Mary Jane 4Brbiton Harvey Cole, Laura Fujikawa, Catherine Golliher,Richard Jolutsen, Gene Kaplan, Don Kenny, Ruth AsawaLanier Kendall.. Lockhart, Henry Marshall, Molly, McGee,'Armando. Rodriguez, Lawrence Stevens, James Taylor, FredaThorlakuon, and Merle Wood

AddendaPart II

9

Two statements with additional or dissentingpoints of view were circulated to the full Conimissionfor review, but they did not receive the 25 percentconcurrence initially required by the Commission forinclusion in the report. However, the Commissiondecided at its, last meeting that theie statements alsoshould be included as Part II of the addenda.

PART it

ADDENDUM A

Page 1 Expected Outcomes of Education. I donot find the term "to think" in the expectedoutcomes. NOr do I find.the expectation that youngpeople: should be ethical in their actiixii. I believethat schools should play a role in developing thesequalities. This section should have spelled out clearlythat a rational and ethical individual is a desirablegoal for the.school system.

Page '8 Educational Progress and Proficiency.-Section-2.2is inconalatent-with-Seetion-2:4.-Nor"all"-instruction can or should be placed in Skinnerianpigeonholes that educators call behavioral objectives.Section 2.2 in,effecciiegates Section 2A and takes alot of the/interest, enjoyment, creativity, and fun outof lea-intik. The problem with schools is notthe lackof specific objectives but the 'lack of interestingactivity and creativity.

Pages 20, 24, 22 The New Educator. The twelfth'paragraph on page 20 which states that schools are"forced" to retain incOmpetents is misleading. Thefailure of schools to disrniss,incompetents is due tothe lack of proper evaluation and courage to under-take a dismissal proceeding. What administration hasfailed to cope with in dismissing educators are basic

-52 39

.90

right's guaranteed under the Constitution. It is a myththat educators -cannot be dismissed. This paragraph isheld out as a hive to those who want to use teachersas a scapegoat. That hope is unrealized by a carefulreading. of Section 20 which, in effect, changesnothing.

Section 20, page 24; is inconsistent. It emphasizesthe need to evaluate educators on the basis ofPerformance but recommends that the list ofreasonsfor. dismissal contained in the Education Code beretained. Most of these reasons have little or nothing,to do with the performance and effectiveness ofeducators. .

Higher 'education and the credentialing systemhave been criticized for their ineptitude in trainingand licensing educators, page 22. Among their chiefpinks shave been teaChers who have had to learn thehard -way-how -ineffective-teaclier-training-progranixTare; I would suggest that teachers should be involved'in setting of standards and 'designing 'training prograins rather than leaving it solely in the hands ofthose who have.already failed.

Pages 12, 26-27 -- Educational Environments andNew Resources. The report generally avoids thequestion of proper funding and staffing of the

,educational,system. Section 6, page 12, fails to pointout that more teachers will be needed if the ideal of"personalized". instruction is. to become a reality.

-Most Apeople ignore the harsh reality that teachersinstruct. (or try to) as many as 200 or more studentseach day.

The introduction to the section on NewResOurces, pages 26-27; alludes tcpthe fact that morepersonnel might be required but then states that, asmore community resources are. used, the costs of

--reform-will-be-reducedAtschoolsiuldleirchercaretoequip the students with the skill and knowledge thatthis report suggests' that they :should have, it isunlikely that any reform of schools will be Significantunless there is a reexamination' of political andeconomic priorities to providepropfr funding for theschools.

'However, the RISE Report recommends that otheragencies, which may. be beyond the control of thepublic, receive public monies to conrkict educationalprograms (Section 22.3; page 28). .This would drainMoney from an already under-financed schoolsystem.

n

-Lawrence Stevens

ADDENDUki II-B

I anftriable to concur in that section of the reportappearing on page 24. and headed by the statement"20, Orocedures for evaluating and dismissing educe-tins'should be simplified-and-improved" The reasonswhich causeinetiii,vithhold my concurrence follow:

,1. -The tone of this section is inappropriate. It isheaded "-Evaluation and Disnitssing Educa-tors -" but the burden of this section as a wholerelates to dismissal. The poitive values of fre-quent evaluation processes are virtually ignored.The introduction of the report contains a list offactors which give rise' to a 'school system, theperformance of whichle called seriously in thequestion.: None of these factors* suggests thatgeneralized incompetence of educators lies at theroot of the expressed dissatisfaction.

2:The Summary of Recommendations is positivein tone. The summarysuggests affirinative stepswhich the Commission believes; in the aggre-gate, would, improve the 'school system,imk)rove the performance of leviers, anddevelop a new awareness 'of the importance ofthe learning process. Against this backgroundSection -20 may be read to` mean that one of theessential difficulties is centered in incompetenteducational professibmil staff. I 'do not acceptthat view. I believe that the. thrust of thisreport-and it should be-is to convey a newsense of appreciation of the 'importance of

'schooling and of the important role whicheducators will assume in the implementation ofthese recommendations. It cannot then beother than counterproductive to convey theview that generalized incompetence is a serious '.problemand_that_stepsniust_bettaken_to_make,it easier and quicker to dismiss an educator.

3. The Education Code contains provisions relat-ing to the dismissal of educators. Those provi-sions need to prefect the. rights of individual

- educators on the one hand while assuring therights of school districts for their designees toterminate the employinent of an educatrir for avariety of reasons, including demonstrated in-.competence. That is as it should be; if amend-ments to the Education Code and essential toremedy any existing defect, those amendmentsshould be submitted to the Legislature.

-FrankiKIdner

Appendix A

Invited Presentationsto the Commission

41

4

The following state and national figures in education . 4

made invited presentations to the Commission for Re-form of Intermediate and Secondary Education: ft

1. Ralph Tyler, Director Etneritukof the Center forAdvanced Study in the Behavioral SelenCes;f andChairman of the Exploratory Committee onAssessing the Progress of Education

Presentation: "An Historical Assessment of theSuccess of American Secondary Education"

2. George B. Leonard, former Senior. Editor and. WestCoast Editorial Manager of LOOK,Magazine; Vice-President of Esalen Institute of San Francisco andBig Sur, California; author of Education andEcstasy and The Transformation

Presentation: "A Changing Society Requires Signi-ficant Changes in. American Sebonclary Education"

3. Leon Lessinger, former Associate U.S. COMIlliS-.sioner of Education; now Dean of the Universityof SOuth Carolina School of Education

Presentation: "A PolypercePtual Transaction with- Teaching"

I. Willis W. Harmful, Director oP the Center or theStudy of Social Policy, Stanford Research bud-,tute; member of the " Commerce TechnicalAdvisory Board of the Department of Commerce,

Wuhington, D.C.; membsr of the staff of Stanfordoaveraity

0. Ws. Marlday, Senior Policy Analyst with theCenter for the Study of Social Policy, StanfordResearch Institute

Thorns* C. Thomas, Director of the Educational Pot-icy Research Center, Stanford Research Institute

Joint Presentation: "Alternative Future Possi-...0.,battles Thai WM Affect Intermediate and Second,-

,_ary Question" .

5. William Monoturn, former Superintendent of theFremont Unified School District

Presentation: "Historical Perspectives on AmericanSecondary Education"

3

oy

42 ?ti

c.

Appendix B Public forum hications appear in their chrono-loffical order. Speakers and, topics are listed in their

Presentations order otalgearance at each forum..Copies of these-

in Public orums Prelantatkma may ba-requeated-IrmullraievilliSt. _ . . _

California State Department of Education, 721 Cast'tol Mall, Sacramento, CA' 95814. Requests shoinclude complete information regarding items sought.An asterisk (*) indiCates presentations 'Which werepresented verbally only and for which no papers areavailable.

Hilton Inn-San Francisco Airport, Burlingame, CaliforniaAugust 8,1974

'1. The Trachtenberg Speed System of Basic Mathematics:Katherine Cain, Directoress, Country Line School,General Public, Los Gatos

2. Statement of California Musk Educators Association:William Burke, Music Cooidinator, Mt. Diablo UnifiedSchool District, California Mtidc Educators Association,ConCord

3. Improvement and Change in Junior, High Schools: loinH. Cello, Seventh through Eighth Grade Task Force,Cupertino Union Elementary School District, San lose

4. Schools as Community Learning Centers: Howard lens,Teacher, San Francini) Unified School District; Chair-man, Education Committee, Berkeley Model Cities Pro-

.

5. Fulfillment of Individual Potential - TranscendentalMeditation: Charles Keney, International MeditationSociety, Affiliate of Maharlald International University,San Francisco

6. The School as a Central Organizational Agency in theCommunity: limy Mullins, Project Supervisor, CrisisCounseling Project, Verbs Buena High School, East SideUnion High School District, San lose

7. Instructional -Tachnoloay in the 1970s: Edmund M.Pease, Vice-President, Systems Research, Foundation forAdvanced Communications for Education, Glendale

-

hoof- Community Involvement: Velma Million, Chair-n, East Valley Regional Park Association, San Jose

noted Recommendations from the Kettering Reportadd Integration of Subject-Matter Disciplines: SisterAlice Tobriner and Candida Gillis, Education Depart-m nt; HolyNames College, Oakland

10. Sent-Teacher-Parent Each Has a Shared Responsi-ty foi Instruction: James Kramer, Executive Director,

San Francisco Classroom Teachers' Association*11. Conceptual Approach to Education: Bob Rothschild,

Superintendent; Joseph Canciamilla, Board member; andMario Menesini, Director of Onsiculum, Pittsburg Uni-fied School District

12. Job Assurance for Graduates from Urban Areas: AllenCalvin, Dean; 'School of 'Education, University of SanFrancisco

1'13. Alternative Schoolsi Anthony.. Flores, General Public,San Joao

14. Some of the Problems the Teachers' Union Sees in thePresent Intermediate/Secondary Education Structure:James E. Ballard, Vice-President, Northern CaliforniaAmerican Federation of Teachers, San Francisco

Fresno Hilton - Fresno, CaliforniaSeptember 5, 1974

Ii. C. 11 1, n1 U 1

2. Student and Teacher Needs: Clayton Gregerson, Direc-tor, Regional Occupational Programs, Office of theTehama County Superintendent of Schools, Red Biuff '-

3. Reform of Educational Hierarchy and Fund Allocation:Fred Berkeley, Assistant Superintendent Wheatland -School District

4. The Good Facts of Agricultural Education: Thomas J.Brazil, Manager, Trinity County Fair; Hayfork

5. Resources Needed for the Rural High School in the 70'sand 80's: Edward A. Muiry, Superintendent, RedBluff Union High School District

6. A Program of High-Interest Electives for IntermediateGrades: Richard Ferguson, Principal, Central ValleyIntermediate School .

7. Rationale fat* Cross -Age Tutoring Program for HighSchool 'and Elementary Students with Reading Prob-lems: Sally Atui Pearson, Reading Teacher, 'AndersonHigh Sclimal; General Public. .

Multiple Options at the 'Intermediate and Secondary.Levels: Bud Neely, Assistant Superhitendent of Instruc-tional Servica, Office of the Shasta County Superinten-dent of Schools, Redding

9. Fine Arts in the Intermediate and Secondary SchciolsDidng the Next 25 Years: Leighton Edebnan, GeneralPublic, Redding

Roger Hardison, TriCounty Union High SchoolDistrict, Weaverville

11. Age of Letivhig School: Virginia Bryne, Teacher, FallRives Junior/Senior High School, McArthur

12. Indian History, Jaw, and Religion: Mildred Rhodes,General Public, Big Bend .

13. Indian Studies: Genevieve Seely, California Indian Edu-cation Association, Central Valley:

Holiday Inn-Reddhtg, California- September 19, 1974

1. Nine Areas of Concern In Secondary Education: LeroyChristopherson, Counselor, Burney Hipp School

2. The Importance of Indian Studies in the Schools:Francesca Fryer, Teacher, General Puffin, Redding

3. Alternatives to Academic Learning in the IntermediateGrades: Gabriele S. Brown, Principal, Min ral Elemen-tary School

4. Today's Child in Tomorrow's World: Christian Udel-hofen, General Public, ReddingDeveloping Strong Programs for Intermediate Grades:Glen D. Smith, Superintendent, Red Bluff. UnionElementary School District

6. Purging Corporal Punishment from Our Schools: JanetTaff, Committee to End Violence Against the NextGeneraddn, Inc.; ReddingArticulation: ,Loren D. Phillips, Assistant Superintemr.dent, Shasta-Tehama-Trirdty Joint Commurty College,Redding

8. Problems in Inteitiediate Education: Cliff Petersen,Principal, Berrendos Elementary School, Red Bluff

9. Problems of Intevinediate and Secondary Education:Dean Dennett, Consultant, Program Development, Officeof the Shasta County Superintendent of Schools,Redding

Problems of Education: Rick Sarkisian and AndreaCowan, Students' International Meditation Society,Affiliate of Maharishi International University, Fresno

2. Peer Counseling - A Strategy for Change:, Connee L.Bowman, General Pub* Fresno

3. Making Languages Learnable, with Ease: MichaelThomas, Director, Michael Thomas Language Center,General Public, Beverly Hills

4. Student Producer Program - Student Involvement: E. G.Somogyi, President, School 'Research and Service Foun-dation, Anaheim

..

5. Comparative Education - A Conceptual Model: BarbaraTorell, General Public, Cannel

6. Current Problems in Secondary. Education and Their Solu-tion: Grant Jensen, Assistant Superintendent, Instruction,Kern Union High School District, Bakersfield

7. Contributions of Business Education to Student Prepara-tion for Life: Dwayne Schramm, Professor of TeacherEducadon, California State University, Fresno; Presi-dent, California Business Education Association

8. School-Community Involvement and Cooperation; JerryPhillips, Area Administrator, Blackstone East, FresnoUnified:School District

9. Recommendations for Secondaiy Education Reform --Behavioral Science, Work Experience, IndependentStudy?Plexible Programs: Wayne Jordan, Director ofInstruction, Office of the Fresno County.Superintendentof Schools

10. Preparation of Women for Positions in Education: LillianMoore, Legislative Committee, National Organization forWomen? San Jose

Holiday Inn-Redding, CaliforniaSeptember 18, 1974

1. Secondary/Post- Secondary Articulation in AgriculturalEducation: Bill Burrows, Chairman, Applied ScienceDivision; Shasta,College, Redding

44

5.

*7.

Ir;

FFk Value of VainitionaL Youth OrganizationsjDave-Hobo' Denniaftffinson; tittrk_Schnba;-Joh-ii-Wenzbrode,Ftituteimmen-of- Redding

.i.'.-----1-1;--a7raceniatif Small:School Districts:, Paul Cole, Principal,Bend Elementary School District, Red Bluff

Office of the Sin Diego County Stiperintendeat of SchoolsSafi Diego, California

October 3,1974

1. Diagnostic/Prescriptive Teaching: Elise Sanchez, Direc-tor, Compensatory Education, San Diego Unified SchoolDistrict

2. ,Options (Alternatives) in Education Year RoundSchools: Charles Ballinger, Curriculum . Coordinator,Office of the San Diego County Superintendent ofSchool

3. 700 Project - Alternative Program Within School:Albeit C. Cook, Principal, O'Farrell Junior High School,General Public, San Diego

4. Eilential Skills and Understandings for California HighSchool. Graduates' Well-Being: Walt Sorochan, AssistantProfessor, San Diego State University; General Public,San Diego

S.', Consumer Competencies: Janet Kintner; AttOrney, andMarco Li Markt Student, General Del Mar

Aze--UoiniFan.-careesEditiaticinRunlet, Principal,- Wright Brothers Career High School,San Diego

7. The Energy Crisis: Ted Sandell, Physical EducationTeacher, CAIWER, San Diego "

Teaching - Creativity bi Our Present, School Syitem:Lester Imps, InstIi'ite for the Study of Attention, Inc.,Solana Beach

9. Reform of Education: Arthur; Janes Brown, Sr., GeneralPublic, San Diego

*10. Reform Secondary Educed* W. F. Bradley, Vice-Chairman, Area XII, Vocational Education PlanningCommittee, General Publi , San Diego

'11. Medical Aspects of Ex : John L. Boyer, CaliforniaMedical Association, Diego

Nadmii1 City Junior 01 School National City, CaliforniaOctober 3,197,4 '

1. Community- and Programs: Paul Snyder, Superinten-dent, Co e Regional Occupational Program, CostaMesa

2.; What's Worth Learning for the Year 2000: RichardBtu , Superintendent,. El Centro Public Schools, El

. Catro3. Graduates Who ilipm Think Independently: Robert

1Cofahl; Science Coordinator, Creation Science ResearchCenter, San Diego '

4. On Career Education: Ronald L Detrick,- Director,Career Education, Sin Diego Unified School District

5. Parenthood Education: -Carolyn Rooters, Teacher, MorseHigh School, General Public, San Diego

6. Tutoriai Program, P.G. -&E.: George Livingston, Reple-sentafive, Government and Public Affairs, ,Pacificif Gasad ElectriaCompany, San Francisco

7. Second Language Learning Experiences Outside theClassroom: Harold Wingard, Curriculum Specialist, SanDiego Unified School District

- re;

8: Del Rey High School A Vocational High School: J.William Goddard, Director of Career and VocationalEducation, Sweetwater Union High School District,Chula Vista

.

La Mesa -Spring Valley Ehcadoh CenterLa Mesa, CaliforniaOctober 3, 1974

I. Need for Physical and Health Education in CaliforniaPublic Schools, Grades .7-12: Ash Hayes, State Presi-dent, California Association of Health,, Physical Educa-tion, and Recreatia, Sin Diego

2. Need for Organizational Flexibility at the Secondary*Level: Tom Goodman, Superintendent, San Diego Uni-fied Sthool District

3. Human* Needs to Be Met by the Schools of the Future:Noel Burch, Educational Consultant, Effectiveness Train-,-.ing Associates, Pasadena

4, Overview of philosophy of California Mathematics Coua,cal;--Leonard Tabor,. Principal, Lakeside Farms Elemen-tary School; and Vice-Pretident, California MathematicsCouncil, Lakeside

Z. kiernatives . Within 'the .CoMprehensive School: DickJackson, Principal, Crawford High School, San Diego

6. Graduates with' Conviction and Principles: P. GriffithLindelk---Pr-ojecediffinit-rator, CladResearch Center, San Diegn

7. Beyond 1984 Reforms Needed to Ensure the Futureof Secondary Education: Ray D. Edman; Deputy Super-intendent,Irvine Uffified School District, Irvine

8. Extended School rear: David. Pascoe, Afsociate Superintendent for _Instruction, La Mesa-Spring ValleyElementary School District, La Mesa

9. Human Relations and a Mali: Bob Stein, Teacher, TaftJunior High School, San Diego

*10. Alternative Schooling: Pat Kelly, Alternative SchoolCommittee, Sae Diego Unified School District

Riverside Museum - Riverside, CaliforniaOctober 15, 1974

I. Instructional Materials: Maintaining Their Value: J. RoyBarron, Director of Instructional Materials; Santa

. Barbara City High School District2. Attitudes for the. Future: Thomas MSheerin, Teacher,

Alvord School District, General Public', Riverside3. Necessary Reforms for Secondary Education: Robert E.

Hummel, Superintendent; Hemet Unified School Dis-trict

4. Compulsory Education: Robert Carey, Teacher, Ramona. High School, General Public, Ramona5. Expansion of the Community Classroom Concept: Ray

House, Director of Occupational Education, Office ofthe Riverside County Superintendent of Schools

6. Non-Graded PHASE Elective English Program: Ray-mond J. Hill, English Department Chairman, Indio. HighSchool, Desert Sands Unified School District, Indio

7. Home Economics in the Future: Bonnie -Rose, .Teacher,HOme Econornics Department, North High School,Riverside,

8. Restructuring Secondary Education:. Sylvia Andreatta,Supervisor, Teacher Education, University of California,Riverside

845

9. Time Request 'Tor Contribution,* from Middle andSecondary School Facilities Not Just the Individual:

- Kathryn' Fugate, PrinclIal, Central Middle School; Asso-ciation of California School Administrators, Region XII,Riverside

Rivorside Museum-Riven:1de, CaliforniaOctober 16, 1974

1. Fundamental Skills. Circepl, K-12: Mary L. Kruse,Readina/Languago Arts Coordinator, Office of the River-side County Superintendent of Schools, General Public

Z Student Outcomes and Educaticind Change in SecondaryEducation Mary Jo Poindexter, Consumer EconomicsTeachOr, San Gorgonio Higl School; Home Economic;

ernalinAssoclalion, San.0 o3. In Support of the- F A Program: Eva Weiszbrode,

General Public, Chino4. Law, Education, and Participation: Richard Weintraub,

Associate Iducational Director, Constitutional RightsFoundation, Los Angeles

S..Itefouns Needed - Staffing Rigidity and High SchoolRole: Charles S. Tenth, Jr., Superintendent, Corona-Norco Unified School District, Corona

6. Student Involvement in the High Schools: Roy Burling,Student Representative, District Student Congress, SanBernardino City Unified School District

7. individualizing Education in the Secondary Schools:Albert D. Marley, Assistant Superintendent of Instruc-tion, Riverside 'Unified School District

8. Career Exploration, Decision Making, and Placement:Tom Kurtz, Coordinator of Regional Occupational Pro-gram, Counseling and Guidance, Office, of the RiversideCounty Superintendent of Schools

9. Educational Reforms in Secondary Education: MelbaDunlap, General Public, Riverside

10. Education Code and State Department Involvement withCurriculum: Hal Kelban; Director, of Secondary Educa-tion, Moreno 'Valley Unified School District, GeneralPublic, Sunnymead

11. Communications Skills as impliza: Richard B. Reed,Student Teacher, University of 'California, Riverside,General Public

1412. Management Training Necessary to Deliver RISE: RalphE. Kellogg, Superintendent of Schools, Moreno ValleyUnified. School District; Association of California SchoolAdministrators, Sunnymead

13. Program for High School Age Migrant Worker: Alex A.Alexander, Principal, Desert Sands High School* DesertSands Unified School District, Indio

Holiday Inn-Oakland, CaliforniaOctober 22,4974

District; New Voter Educational Research Foundation,San Rafael

4.. Student-Created Television Series About Their Educa-tion: Luther Kirven, General Public, Oakland

5. The Need for Global Perspectives in Education: DonMacintosh, DirectOr, Diablo Valley Education Project,Mt: Irablo Unified-Soho-0 District; California' Councilfor the Social Studios, Concord

6. Biting' uil Education at the Secondary 'Level: Sam Cohen,Coordinator, Bay Area Secondary Teachers' Association,Bay Area Education League, Oakland

7. Program Improvements in Oakland Public Schools:Alden pedal, Acting Superintendent, Oakland 'UnifiedSchool District

8. The Modular Interfacement Paradigm Cognitive Learnmg Styles: Abd'Allah Adesanya, Attorney, Contra CostaCounty Legal Service, Richmond

9. Summer Hostels and Campsites: Leigh Robinson, Lcarn-, ' ins Centel' Coordinator, Richmond High School, General

Public10: Revitalizing Teaching Through Staff Development:

William E. Jones, Coordinator, Secondary Education,California State University, Hayward

11. Career **Education, Social Studies, and the Futute:Barbara Brown,: Social Studies Teacher, San LeandroHigh School; California Council for the Social Studies,San Losndio

12. Career Education in the Intermediate And SecondarySchools Jim *.'Mayo, Director of Career Education,Fremont Unified School District

13. Vocational Education at the Inteiineiliate and SecondaryLevel: Ray Copps, Vocational Education Coordinator,Office of the Alameda County Superintendent ofSchools, Hayward

14. Skill Development ìn Social Studies and English:Kathryn Muus, Teacher, Loma Vista IntermediateSchool, Concord

15. Physical Education After High School: WilhebninaTribble, Teacher, McClymonds High School; CARPER,Oakland

16. What Physical Education Means to Me: Nadine Davis,Student, San Lorenzo High School; CAHPER, SanLorenzo

17. Ignorance of the Real Reason for Exercise: DianeColer-Dark, CAHPER, Oakland

18. The Community Viewpoint of District Needs: DarleneLawson, Oakland Unified School District Advisory Corn-

. WM=_19.--The--Necessiti-of-ItettiliWg Physical Education and

40 Recreation as I Part Of the Secondary School Curricu-lum: Mrs.-Robert Stich, Geifend Public, Alenledi

*20. The Need for a Higher Priority for Education in the- State Budget: Philip 141: Hayman, American Federation

of Teachers, Local, 771, Oakland

Fulton Junior High School-Van Nuys, CaliforniaNovember-6, 1974

1. Alternative Programsin EnVish: Nancy McHugh, EnglishTeacher, Chatsworth High School

2. Community Action Corporation: Louis Zivnent LaborAttorney, National Labor Relations Board, Canoga Park

1. Updating High School Technologically Oriented Pro-. grams: Louilidelo, Professiii, Industrial Sludies, San

JoseState UMdty, General Public2. The Role of the Art Docent in an Emergent COmmunity

'School Art Program: Emma M. Rau, Art DocentCoordinator, Los Gatos Union Elementary School Dis-trict, Lns Cato.,

3. Student- Participatior in -Learn. ins Civic Responsibility:Lott! Schiller, Trustee, Tamalpais Union High School

46

'

3. Reforms in Counseling and Career Planning: SusanHunter, Mayor's San. Fernando Valley Education Com-mittee Task Force on Connie lin8Nan Nuys

4 Minim= Standards for Graduation Requirements:gaudy Ho* Mayor's San Fernando Valley EducationCommittee Task Force on Graduation Standards, VanNuys

5. General Attitudes, Skills, and 13nderstandinis: StephenS. Ochs: Teacher, Conejo Valley Unified Schad District,Thousand Gala

6. Major Issues in. SecondarY Education - Isolation ofYouth, Inclusion in Work Force, Relevant Education:Bill L. %mum, Sierra Sr gds Unified-School District,Ridgecrest

7. Project LEAP - Learning- and Educiitional ActionThrough Participation Social Studies: Lynne D.Stabnaster, Instructor, Beverly Hills High School

& Rationale for English: Pat Murray, President, -.EnglishCouncil of Los Apeles

9.. Chips in Secondary Education: Roslyn Cooperman,Warren for Education Committee, Beverly Hills

10. Optional Flexible Programs - More Individual: SharonGillernan 4 Webster Junior High School, LosAngeles

*II. Alternative instructional Programs:, Leona Frank,General Public, Northridge

*12. General Reactions of Student:: View: Bob Bordeleau,Junior, General Public, Van Nuys ,

*13. Reform Underway at Grenada Hills High School inBehalf of Los Angeles Board of Education: LewisDarling, Granada Hills High School-

*14. College Preparatoly Programs: Virginia McNeil, GeneralPublic, North Hollywood . .,

.10

East tar Apnea C011ege-Los Angeles, CaliforniaNovember 6, 1974

1. Managing Change Related to Students: RobertMelcher, Management. Responsibility Guidance Corpora -tion, Los Angeles

2. Secondary Education: New Developments within theCSULA School of Education: Phil Metro, Dean, Schoolof Education, California State Universiii, Los Angeles

3..Nuclear School: The School as a Community Center:Robert Gomez Director, Community RedevelopmentAgency, General Public, Los Angeles

4. SUggeded Reforms in Education: Simon Goo:ale:it Asso-ciate Profector, University. of !California, Los Angeles

5. A Question of Quality - Gifted: Gerald Zunino, A gib-tant Director, Title III, East Los Angeles College,General Public, Los Angeles

6. Mental Health Program - Project 100: .Fernando Rios,,Courisalorillonnie Beach (Project 100), Belvedere luniorHigh School, General. Public, Los Angeles

7. The COordinating Counselor: Richard Henderson,Coordinating Counselor, Belvedere Junior High School,General Public, Los Angeles

8. Science of Creative Intelligence Roy Adams, Students:International Meditation Society, Los Angeles

9. Flexible Physical Educatiort Programs hi Our SecondarySchools: Gwen Waters, Preddent, CARPER, Los Angeles

10. Individualizing the Student: Jeremy A. Sarchet, Consult-Psychillegist, General Public, Whittier

?:

11. Reaction to Draft Four of RISE: Mary Henly, Nurse, Mt.View EleMentary School Diatridt, El Monte

12. Innovative Programs: Ophella Flores, Principal; Belve-dere Junior High School, General Public, Los Angeles

*13. Need for Bilingual/Bicultural Education: FranciscoFranco, Director, Esquela de Is Reza, Long Beach

Los Angeles Unified School District OfficeLos Angeles, adiksubPNovember 6, 1974

1. Philosophy of the Junior High School Programs in LosAngeles: Willard Malley; Principal, Madison Juniot HighSchool; Los Angeles 'Junior High School PrincipalsAssociation, North Hollywood

2. Seidel. High School Programs -,- Philosophy, Goals, andgraduation. Requirements:' Josephine C. Jimenez, Princi-pal, Alexender Hamilton High School; EducationalDevelopment Committee, Senior High School PrincipalsAssociation, Los Angeles Unified SelmolDistrict

3. Needs for Environmental Education: Bruce Crawford,Superintendent's Advisory Committee on EnvironmentalEducation, Shatter

4. N`beded Directions in Secondary Education - ATeachos-Tralidn,gm Point-of-View: Raymond McHugh,Chairman, Department of Education, California StateUniversity, Northridgi

5. Needed Reforms In Secondary Educatio'n: Jerome R.Thole:ley, District Superintendent, Yucaipa Joint Uni-fied.School District __Social Science .Education in Secondary Schools: Mel _

Rosen, Social Science Teaches, John Kennedy HighSchool; President, Southern California Social ScienceAssociation, Granada Hills

7. Academic Assassinadon - Minority Students: C. E.Bradley, Advisory Council, Area C, Los Angeles

8. The Future of Instrucllettal Progranis: Harry Handler,Associate Superintendent of Instruction, Los AngelesUnified School District

9. Literary Inquiry: Jerry L. Sullivan, Associate Professorof English, California State University, Long Beach

10. The =Student as Client: Bob Unruhe, President, UnitedTeachers of Lot Angeles

11. Needed Reforms of Ink/mediate and SecondarySchools: Emily Gibson, Freelance Writer; SEPIA,General Pithlic, Los Angeles -

12. Suggestions by Students lox Improving Schools: Adele,'Somers, General Public, Los Angeles

Lynwood Commimity Center-Lynwood, CaliforniaNovember 7,1974

1. Student Concerns Relative to 'RISE: Gerald Diaz,Genaaltublic, San Pedro

2. Role of Public Schools in itecre.ation: Frank idangione,Coordinator, Youth Services, Los Angeles UnifiedSchool Diitrict

3. Rincon Intermediete School Exemplary Programs:George bibs; Assistant Superintendent, Education Pro-duction, Rowland Unified School District, RowlandHeights

4. RISE: A Pewees Perspective: Licis King, GeneralPublic, Glendora -

6.

47

5. Physical ucation -Student Choice System: Al Minturn,Adminis pr, Los Angeles Unified School DistridImpro tint of Physical Education in the SecondarySch Bob Monis; Teacher, El SeguodO,High School,C Public, El Segundo.

7. Needs of Students and Who . Should Implementforma: Sinetta Trimble, Education Council for

eccvdary Schoob, Compton8 Suggested Edutational Reforms: J. Ray Brown, Teachc,

North High School, General Public, Torrance9. ,Tetchersand Parents - A Partnership: Doris Blum, PTA

President, General Public, Glendora10. School-Community . Learning Centers: Nancy Wells;

Teacher, San Pedro High School11. Reform; in Secondary Education from the Viewpoint of

a Parent: Marilyn Dalton, General Public, San Pedro12. Problems in Education: Ruby May Flowers, General

Public, Carson *

Anaheim High School-Anaheim, CaliforniaNovember 7,.1974

I. A People's Plea for Reform: SELF: Jack Parham,Manager, SELF, Irvine Unified School District

2: Professional Organizatitns' Role in the Vocational Edu-cation Delivery System: Donald F. Averill, President,California Association of Vocational Education, Hunt-ington Beach'

3. The Development of Human Potential via a SchoolManagement System: John W. Hunt, Assistant Super-intendent, Huntington Beach Union High School District

4. Reform in Pupil Personnel Services: Marilyn Bates,CoOrdinator, Counseling and School Psychology, Califor-nia State University, Fullerton

S-Aumanittic Aspects of Education - Education forHuman Beings: Dan Donlan, Staff, University of Califor-niaofieneral Public, Riverside

6. The Discipline of English in the Schools of the Future:Charles Schiller, English Teacher, General Public, LagunaNiguel

7. Home Economics - Skills, Knowledge, Understandings,Attitudes: Rita Hurley Taylor, Home. EconomicsTeacher. Edisim High School; Orange County DistrictHome Economics Aaseciation, Huntington Beach

8. Ciuriculum and Facilitating Structures for SecondaryEducation Reform: William B. Zogg, Superintendent,Saddleback Valley Unified School District, Laguna Hills

9. Average Daily Attqndance Recommendations: RobertClucas, Student Advisory Council, Orange UnifiedSchool District

10. Career Technical Park: Jack Sappington, Administrator,Work Experience/Vocational Education, Orange UnifiedIchooltistrict

H. Re: Middle School - Junior High School: Harry L.Hoiferbert, Principal, McFadden Intermediate School;

-Central Orange County Association of California SchoolAdministrators, Santa Ana

12. The Arti Program of the Future: Pauline Gratner,Coordinator, Att Education, Office of the OrangeCounty Superintendent of Schools; California ArtEducation fissociation, Santa Ana

13. Openness 'to All Matters Concerning Human Existence:Wayne D. Lamont, Asniciate Director, California Alter-

, native Learning High School, Santa .Ana,

14. Teacher Reactions to the Kettering Report: Virginia L.Walker, Chairman, Political Action Committee, Asso-ciated Chino Teachers, Chino

15. High School Athletics - The Price We Pay: Norman H.Neville, 3r., Teacher, Mission Viejo High School, GeneralPublic, Mission Viejo

16. Reaction to Draft Four of RISE: Sally Williams, School :

Nurse, Savanne High School; California School NursesOrganization, Anaheim

17: Class Size, School Financing, and the College Model:Harold 0. Allen, Garden Grove Federation of Teachers,Garden Greve

18. Reforming the.Administration of School Systems: PaulSnyder, General Public, Buena Park .

19. Career Education: Gene M. Lung, General Public, LaHabra

20. Description of the North Orange County Regional Occu-pational Program: Stan Ross, Superintendent, - North.Orange County Regional Occupational Program, Anaheim

21. The Rote of Dance in Education: Greta Weatherill,Teacher, Orange High School

22. Physical Education: -David Weatherill, Division Chair-man, Health, Physical Education, Recreation, ChapmanCollege,,Orange

*13. Perspectives and Experiences for Junior and Senior HighSchool Minority Students: Manuel Mendez, Architect,and Students from Santa Ana High School, OrangeCounty Human Relations Commission, Santa Ana

*24. Local-Control Based on a Guideline and a PermissiveEducation Code: Gary D. Goff, Principal, Brea?OlindaHigh School; Association of 'California School Adminis-trators, Brea

Airport Sheraton Inn-Los Angeles, CaliforniaNovember 7, 1974'

I. Flexibility in Course Offerings: Norma L. Wilbur,Consultant, Curriculum and Instruction, Office of theLos Angeles County Superintendent of Schools, Downey

2. The Counselor and the Student of the Future: WandaEtnhardt, Counselor, Burbank Junior High School; Cali-fonds School Counselors Association, Burbank

3. A Word in Favonof Youth: Robert P. Kelly, Superinten-dent, Antelope Valley Union High School District,General Public, Lancaster

4. Multiculturalism- in the urriculum for a Positive Self-Concept: Setedad Garcia, Principal, Wilmington JuniorHigh Sehoot;General Public, Wilmington

5. Reactions Concerning Secondary Reform-Abolish Com-pulsory Education', Remove Subject Sequence, Reform.Finance: Gerald E. Dart, Director, Educational Adminis-tration, Loyola Marymount University, Los Angeles

6. Prevention Power Payst Regina M. Eddy, School Nurse,Long Beach Unified School District; President, CaliforniaSchool Nurses Organization, Long Beach

7. Teaching English in Secondary Schools: Faye 'LouiseGrindstaff, General Public,-Gninsda Hills

8. Career-Related Education-Philosophy, Goals, Objectives,Methods: Barton W. Welsh, Superintendent, SouthernCalifornil Regional Occupational Center, Torrance

9. Pilot Progiain in Junior High Schoob InvolVing InserviceTeacher Training: Ka:oh-mini Gee and Annette Sweezy,Committee of Parents for Increased Professional Cont-

.

C

1

petence of Secondary School% Teachers, General. Public,Los Angeles

10. Desirable Outcoines of Intermediate and SecoEducation: Pat Wickwire, animism, Directors of PupPersonnel Services of Los Angeles County, 63 Angeles

11. Is the 14th Amendment and Bill of Rights for AdultsAtone? Joyce S. Fisk, American Civil Liberties Union ofSouthern California, Los Angeles

12. Proposed Peer Counseling Program - Secondary Level:Mrs. Thomas judge, General Public, Los Angeles,

- *13. Goals for Survival: Forrest Coulter, Teacher, Rancho LosAmigos ilkiinital School, Downey

14. Social Studies Concerns: Nancy NUesseler, Social StudiesDepartment Chairmen, Lawndele High School

*15. Practical Changes for Effective Learning: Mildred K.Rabin; Secondary School Teacher, General Public, LosAngeles

*16. BeSure of any Pfogram: Mrs. William Wall, 33rd DistrictPTA, Whittier

Office of the Santa Clara County Superintendent of Schools *San Jose, CaliforniaNovember 20,1974

1. The Importance of Curriculum Materials Which Arc Freeof- Racism -and Sexisni-f Seid; Chairman, SantaClara County Human Relations Commission, San Jose k.

2. Iteasonable Expectations for High School Gridliatcs:Athert Vatuone, Cambrian School District, Campbell.

3. Open Classroom Education: Erin McIarnaney, O.K.Alternative Program, Cupertino Union ElementarySchool District

4. Art Programs Today and Tomorrow: Jan Tellefsen,Santa Clara County Art Commission, San kose

5. Sexism in California Schools: -Diane Wither, NationalOrganization for. Women, San Jose

6. Suggested Reforms for Intermediate Education:- BudMardock, Principal, Unisin School, an Jose

7. Community School, An ?Alternative Educiation Mode:Susan Omsberg, Teacher, Alternative Education Pro-gram, W. C. Overfelt High School, San Jose

8. Student Composition on Killing and Its Effect: FrankRatliff,' English Curriculum Commission, San Jose StateUnivenity

9. Preventive Health Measures for Intermediate and Second-ary Schools: Mary Salocks, Supervisor of Nurses, SanJose Unified School District; California School Nurses,Organization, San Jose

10, Language 'Arts Instruction in the Palo Alto Schools:Carolyn Tucher,- The Parents' English COmmittee of theGunn Complex, Palo Also

II. Thoughts on the Education of the Adolescent: PatFelice, Principal, Benner Intenriediate School; Associa-tion of California School. Administrators, San Jose

12. Educational Park as a Viable Solution to Some MajorEducational Problems: Guy C. Klitgaard, Principal,

;Educational Park, East Side Union High SchoOl District,San Jose

13. The Teaching of Values:- An Imperative for theSchools,- Staff, Curriculum, Physical Environment:Henry Jensen, Director, Program Development, East SideUnion High School, San Jose

14. Role of Guidance in a Union High School District: TomStephens,' Director of Student Personnel Services,

Sequoia Union High School District, General Public,Redwood City

15. School and College, Cooperation - An ExperimentalProject in Concurrent 'Enrollment: Larry M. LeKander,Assistant Superintendent, Instructional Services, SalinasUnion High School District

16. New Educational Directions Through a DifferentEnvironment - Support. for Alternative Educational Pro-grams: Nick Leon, Omnibus School. W. C. Overfelt HighSchod; East Side Union High School District, San Jose

17. Media Library Dynamics: BM Hincldiff, Basement RootsLibrary; Santa Cruz

18. Institutional Decision Making - Administrative Authori-Ftarianiremosm : Charlotte Lowry, Teacher, General Public.

19. School-Community Cooperation: Joan Cello, League ofWomen Voters, San Jose

20. The Teacher a the Chief Agent of Reform: Samuel T.Skeete, Henry. Sloneker School, .Alum Rock UnionElementary School District, San Jose

21. Equality for Both Sexes in Education: Millicent Ruther-,ford, Commission on the Status of Women, Santa ClaraCounty, San Jose '

22. Emphasis in Education School-Community Coopera-tion,- Alternative Programs.- Growth of Education:.Patricia Cabral, Liraduatet:lass, ban Jose State University

*23. Need for ComPulsorY Physical Education in Interme-diate and Secondary Schools: Martin Trieb, CaliforniaMedical Association, Committee on Sports, Merikline,and Physical Fitness, San Jose

24. Accurate Portrayals of Asian-Americans in EducationalMedia: Mary Chan, Asian-Americans for CommunityInvolvement, San Jose

San Francisco Unified School District officeSan Francisco, California *

November 20,1974

1. Teacher-Student Learning Partners - Modular Interface-ment Paradigm: Cary Kinchen and AbcrAllah Adesanya,Children's Educational Research and Development,Berkeley

2. A Community View of Educational Change: EvelynWilson, Chairman, Sunset-Parkside Education and ActionCommittee, San Francisco

3. Educational Opportunity Bank: Eunice Loewke, Vice-Principal, Petaluma High School, General Public, Peta-luma

4. Elimination of Sexism from Instructional Materials:Marie A. Long, National ,Organization for Women, San,Francisco

5. Care Counseling: A Problem Ownership Program: MaryE. Lee, Assistant Principal, Capuchino High School,General Public, San Bruno

6. Goals for Student-Health Maintenance: Patricia Ross,SchoollNune, El Camino High School; California SchoolNurses Organization, San Francisco -

7. Restructuring the Traditional California Junior iffighSchool: Albert Koshiyama, General Public, El Cerrito

8. Recommendations in Health Education: Katherine. Murphy, Registered Nurse, Gneral Public, Danville9. CCCTE Recommendatinns - English Skills, Education

of Whole Person, Career Preparation: Richard Latimer,

49

President, Central California Candi of Teachers ofEnglish, Sante Rosa .

10. A Statement Of Secondary Educational Concerns: Bette.14andia, President, Secondary Council, California

Congress-of ParentS And Teachers; Inc., San Franeisco11. Mandated Alternative School.. PrOgrams -for Children

Under 16: David Theis, COunselor, Redwood HighSchool, General RedwOod City

12. Feedback-Is Necessary. Part of Education: Robert A. D.Schwartz President, United Litanies Corporation, Oakland

13. Northern California Personnel and Guidance AssociationRiicalbritendadOns to RISE: Richard C Date, AssistantPrincipal, Balboa High, School; Northern California Per,.soael and Guidance AsSociation,SenErancisco

14: Experience -Based for. Adolescents: DykeBrown, Director, thenian School, Danville

15. Global Perspectives in EdUcation:. Why and How: RobertFreemen; Director; West Coast Office, Center for Warand PlaceStudieS, Orinda

16. Need for Health Education inOur Schools,: Gene Huber,Supervisor, Health .Education,, San Francisco UnifiedSchool District School Health Association, San Frar:Asco

17: Enact Reform; Not Paperwork: Dorice Murphy, EurekaValley Association, San Francisco

1.8. Recommendations for Physical Education, Grades 7 -12:-t-Gordrin-M-Gray;PhruarPtio,4iiiiii toriuri-o% Gen,sai

Public, Belmont19. Secondary School Cutting: George M. Chavez, League of

United Latin American Cidiens, San-Francisco20. Primers?' Schools fdr the Spanish-Speaking: Ccinsuelo

Warton, League of United Latin American Citizens21. The Urban School as a.. Model for Public Secondary

Schools: .Paul Jaffe, Urban School of San Francisco, SanFrancisco

*22. Suggestiona for Reforming High School Education: EffieSchwerzochild, General Public, San Francisco

*21. Reform Suggestions in high School: Sue Bohegian,Student, McAteer High School, San Francisco

24. Suggested Reforms, in Secondary Education: , SteveBayne, Assdciate Director, San Francisco Service Centerfor PubliC Education, San Francisco

11.

Water Resources Building-Sacramento, CaliforniaDecember 4, 1974

Mentally Gifted Needs in Glades 7-12: Durand Steiger,Sacramento Area Gifted Association, Sacramento

2. Recommendadons for Intermediate and Secondary_, Reform: Marion Reed, Teacher, El Dorado Union High

School, Placerville3. Strident Opinions odEeforms Needed for Secondary Edu-

cation: Roxan Beam, Student; Ponderosa High School,and Victor Stukalo, Student, El Dorado High School, ElDorado Union High' Sehool District, Placerville

4. The Entine of Music Education in California SecondarySchools: William Burke, Music Coordinator, Mt. DiabloSchool District; CalifornimMusic Educators Association,Concord

S. The Middle School as an Alternative to the Junior HighSchool: Donald Grettum, Cupertino Union School Dis-

. trict Middle School Committee, Cupertino6. Reading in the Junior College: Diane -Pruirri Patthon,

English Teacher, Yuba College; Yuba College FacultyAssociation, Marysville -

50

7. Curriculum 1984: 10 Years to Go: John CambuChairman, Department of Speech and Drama, CalifqState University, Hayward; California Curti urnCorrelating Council, Hayward

8. Instruction and School Climate - Education "f StudentNeeds: Richard. Sovde, Principal, Elk Grove enior HighSchool, General Public, Elk Grove

9. The Need for Work Experience Oppor nities for HighSchool ,Youth: Norvin R. Spence, Executive Secretary,California Association of Work Experience Educators,Modesto

10. Need for Educational' Accountabit ty: tackle Berman,State League of Women Voters, San rancisco

11. Reconiinendatione in Health Ed cation: KatherineMurphy; Registered Nurse, General" blic, Darwille

12. Art: A Fundamental for Education the Future:JimSnowden, Consultant, in Art and Ind stria! Education,Mt. Diablo. -Unified School District; California ArtEducation Association, Concord

13. 'Sexism An Curriculum - Intermediate G es: MargaretGoodrich, Teacher, San Juan- Unified S ool District;National Organization for Women, Candich el

14. Eliminate Sexism in Curriculum: Lane e Nichols,' National Organization for-Women, Sacrament15. Title IX \turd Girls in. Athletics: Lil Miteh, gue of

Wemcn Woken, Sa....uncuto16. Secondary Education Concerns and Recomme dations

for Their Solution: Katherine Zachariades, 16th r istrictPTA, Castro Valley

17. High School Cutting and Absenteeism: A areaWilliams, General Public, Berkeley

18. Teacher Perfdrmance and Curriculum Reform: hem-line Foster, Berkeley High School Parents and TeachersAssociation, Berkeley

19. Industrial Arts Education: A Comprehensive Look: JohnBanks, Industrial Education Teacher, Stockton Unify edSchool District; industrial Education Association, StoOk-ton

26, An 'Outline of the Procedures for Implementing theScience of Creative Intelligence in Secondary Education:Susan Levin, Melanie Brown, and Stan Crowe, Interna-tional Meditation Society, Affiliate of Maharishi [mina-

, done Unisahity, Goleta*21. Activity 'Packages and Individualized Learning: Joe Mar-

ian, Instructor, Hiram Johnson High School, Sacramento*22.- Positive Educational Transfdrmation: Jessie Stevenson,

General Public, Berkeley .

*23. Areas of Concern: Ann Deirup, General Public, Berkeley

Statelepartment of Education Building.Sacnunento, California

December 4,19741. 'Realistic Concepts Are Necessary for Reform: Eugene C.

Kim, Professor, School of Education, California StateUniversity, Sacratento

2. Put the Student on the Team - Self-Directed Education:Burt Liebert, Supervisor of Teacher Educidon, Depart-ment of Education, University of- California at Davis,General Public, Davie

3. The -Crisis in Writing: Jim. Gray, Supervisor of EnglishEducation, University of Califorrda, Berkeley

4. Guklidiries for.Educadon - Curricular Revision, TeacherTraining, Public ,Participation: Warren Conner, Plumes

63

., --A

Unified School DistriCi Ad Hoc RISE Committee, *Chester

5. A CS A Region 11, Outcomes for Education -Performance-Based Achievement, RE. Reform, Staff'Improvement: John R. Graf, Principal, El Dorado HighSchool; Association of California School Administrators,Region II, Placerville

6. Age Requirement for Compulsory School AttendanceShould Not Be Lowered: Mark Fillerup, Student, Para-dise High School, General Public, Paradise

7. State of Reading: Pennie Needham, Contra CostaCounty Council of the international Reading Associa-

,tion, Danville . .

8., Requiem for Compulsory Education: Carolyn Sets,Research Class at California State University, Sacra-mento-

9. Alternative Education: Lucille Gansberg, Chairperson,The Planning Council, Incorporated, Sacramento

10. Schenk Health Services for the Future: Cheryl. Reyes,California School Nurses Organization, Fullerton

11. Needed Changes in the Funding and Curriculum ofSecondary Social Studies: LavirencerFischback, Teacher,Carey High Schad; Social Studies Teachers of PomonaUnified School District

12. Place os_f4Meyr44;abniiiwaLimguageSecondary Scheel Reforin:

Foreign Language Teachers Associatirin, Lafayette13. How to Correct .75- Percent of the Reading Problems in

California Secondary Schools This Year: George E.Fulton, Educational and 'Industrial Research, Inc.,Beverly 1Hills

14: Class Loads in Writing and 'English aasseti Ada hope--son, Teacher, Pomona High School English Department,Pomona

15. Counseling, Guidance, and PlIthenient at the SecondaryLevel: .Ed Nickemun, Auistent Superintendent; Officeof the Mendocino County Superinterident..oUctpols;Chairman, Association of California SchoorAdministra-tors, Region 4, Vocational Education Committee, Ukiah

16. Title IX and Girls in Athletics: Jacquie Swaback, Leagueof Women Voters, Sacramento.

17. Concern for the Interscholastic Athletic .Programs ofCalifornia: Al Baeta, California- Coaches Association,Sacramento

18. School Health Ethication: Jerry M. Gotta, AssociateProfessor, Department., of Health and Safety Studies,California-State University, Sacramento

*19. The Student Perspective of Caster Education: GordanHeinrich, California Advisory Council on VocationalEducation, Modesto

*20. The Articulation and Coordination of EducationalExperiences as Seen by Students: Claudia Mendenhall,StudenyMember, California Advisory Council on Voca-tional Education, Carpinteria

Employment Development Department BuildingSacramento, California

December 4, 1974

1. A Hypothetical Model for a High School Career Develop-ment Prograin Norman Stanger, Chairman, ProgramCommittee, California Advisory Council on VocationalEducation, Sacramento

2. Equal Educational Opportunity for Job Pre'paration:Robert Millslagel, Vice-Chairman,' California AdvisoryCouncil on Vocational Education, Sinth Cruz .

3.The Role and Mission of Vocational Education: RobertLawrencf, California Advisory Council on VocationalEducation,Saeramento

4. Social Studios In:Marion Within and Outside the SchoolPlant and Experimental Civic Education Project: GeorgePickett, President, California Council for Socialikudies,Sacramento

5. An Eighth-Ninth Grade Elective Progthm.for English andHistory's Robert Fossgreen, Ad Hoc Committee for theElk Grove Education Association - RISE, Elk Grove

6. The Role of Educational Media in Reforming Interme-diate and Secondary, Education: William Roberta andEarlent Billing, California Association for EducationalMedia and Technology Ind California Association for"School Libraries, Santa Barbara,

7., The Immediacy and Future of Mathematics: FloydDowns, Mathematics Teaches, Hillsdale High School;'President, California MithematicsCouncll, San Mateo

8. School Financing: Bill Mitte), Student, Paradise HighSchool.

9. Gearing fOr World Change: Ed Wong, General Public,Sacramento

Healthy? Mary Avery, School Nurse, Preschools,. San., Juan Unified. School District; California School Nurses

Association, Carmichael11. The Importance of Art Education in the 'Intermediate

and Secondary Schools: Robert George, Art. Teacher,Ganesha High School Art Department, Pomona UnifiedSchool District

12. Needs of Secondary Education - Curriculum, Personnel,Finance: Billie Minasian, .Mcaatchy High School PTA,Sacramento

'13. Class 'Size and the- English Curriculum: Jack Pelletier,English Teacher, General Publicitannichaelice and Arts: 'Angela. Hudson, President, CaliforniaDance Educaters Association, San Mateo

15. Individualized Instruction Program at Leggett Valley, -

High School: Louis L Wisher, Principal, Leggett ValleyShoots, Fort Bragg Unified School District,' LeggettValley

16. Social Studies - School-Community Cooperation:. Ronald S. Moore, President, -Sacramento Area Council

for Social Studies, Sacramento17. Staff-Operated Schools: Eugene F. Hansen, Teacher,

General Public, Auburn18. 1Ntle IX and Pills in Athletics: Carolyn Garrison, League

of Women Voters, Carmichael*19. Grass Roots Feedback: Kalil Gezi, Chairman, Depart-

ment of Behaviorial Sciences/Education, California StateUniversity, Sacramento

Presentations from ProfessionalEducational Organizations

San Diego Hilton at Mission Bay-San Diego, CaliforniaJanuary 5, 6, 7, 1975

*1. Presentation to RISE: George Perry, President, Califor-nia Association of Compensatory Education, Berkeley

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2. Testimony Presented Before the Commission on Reformin Intermediate and. Secondary Education: RuthSwenson, President, California Congress of Parents andTeachers, 'Inc .j Los Angeles

3. Secondary gducatirin Reform Suggestions:Collins, Megan: O'Neill, and Doug. Immel, CaliforniaAssociation of Student Council's, Mountain View

4. Youth and the Administration of JustiCe: Dick Wein-traub, Project Director, with Renee Fajima, NatalieSalazar, and Jasnes Mejia, Constitutional Rights Founda-tion, Los Angeles

S. A Presentation to RISE: Steve Edwards, President-Electfor Boas Stevens, President, California Teachers Asso-ciation, Burlingame

6. RecomMendations of the California Federation ofTeachers: Miles Myers, Senior Vice-President, CaliforniaFederation of Teachers, Oakland

"*7. Presentation to RISE: Ron Johnson, President, Associa-tion of California School Administrators, Burlingame

52

8. The Student as Client: Ed Burke and Hank Springer,United Teachers of Los Angeles .

9. Students and Counselors of the Future: Alex D. Aloia,President, California Pupil Personnel and Guidance Asso-ciation, Fullerton

10. Outline of Presentation to RISE Commission: WesleyBerry, Executive Director, Accrbditing Commission forSecondary Schools, Burlingame

-11. Presentation to RISE; Hank Weiss, Executive Secretary,Indultry Education Council of California, Los Angeles

12. California School Boards Association Position on the 32Recominendations of the National Commission on theReform of " Secondary Echicatibn: Marion' Bergeson,President, and Joseph 4..13tooks, Executive Secretary,California School BoardsAssociation, Sacramento

13. Teacher Training in California: W. Donald Clague, Deanof Graduate and Professional Studies, La Verne College;California Council on the Education of Teachers, Califor-nia State University, Fullerton

0

Appendix C (Arranged in the order in which they were received )

Position Papers 1. Community Relations Plan: Helen Fisher, General Pub-lic, Cypress

rilailectto the, mmissibn 2: Job Skills, College Credits in High School: Wayne S.-Ferguson, District Su erinte de PaSchool District

3. Sumthary of the Evaluation of the Youth and theAdministration of histice Project: Vivian ^ Monroe,Executive Director, Constitutional Rights Foundation,'Los Angeles

4. Position Paper on the Reform of Intermediate andSecondary Education: Lloyd G. Jones, Superintendent,of Schools, ,Torrance Unified School District

5. Social Science for Tomorrow: A Curriculum of StudentInquiry, Discovery, and Participation: Robert D. Barnes,Chairman, Social Science Department, John Muir HighSchool, Pasadena

6. Job Training: Stan Bastian, Chairman, Social StudiesDepartment, Willow Glen High School; San Jose

7. Counselor Recommendations for a More Human Educa-tion: Robert Klein, Richard Furlong; Madeline ROye..and Robert Bonner, RISE Statement Committee, PlacerJoint Union High School District, Auburn .

8. Alternative Diploma for Students enable to Complete aRegular Foili-Year Course: Elaine Peterson, HeadTeacher, North Valley High School, Orland

9. Private Precollege Education, Should Be Represented: .Christopher Berrisford, Headmaster, Harvard School,North Hollywood

10. School Survey' Mitchell Junior High School; FranJohnson, Legislation Chairman, -Mitchell Junior HighPTA, Rancho Cordova

I1. Student Needs, Grades 9-12: Jack Williams, AssistantSuperintendent, E1 Monte Union High School District

12. Anaheim Union High'School District Position Paper: R.Kenton Wines, Superintendent, Anaheim Union High,School District

13. Program Concept in Secondary Education: William H.Cornelison, Principal, Vacaville High School

14. Issues of Echicational Change: Gary W. Brophy, Super-intendent, HughsOn Union High School District; Chair-man, Secondary Administration Committee, Region VII,Hughson

Ci

1-

53

0.

7

I5. Contemporary Emphasis for Educational Change andOverview Highlights from Balboa (Prototype School):Henry Magnuson, General Public, Salinas

16. California State PTA Position on Truancy: Shirley Behr,California Congress of Parents and Teachers, Inc.. SixthDistrict, Santa Clara County, San Jose

17. RISE Commission Position Paper: Teacher SupportSystem: Philip E. Nickerman, Assistant Superintendent,Vocational and Career Education; lad Ron Snowden,Regional Occupational Center Coordinator, Office of theMendocino County Superintendent of Schools, Ukiah

18. Urban Pioneer Program: Thomas E. Rickert, Coordina-tor, Urban Pioneer Program, San Francisco

19. Suggestions to ImprOve Secondary Education in Califor-nia: Nelson C. Price, Director, Northern DevelopmentCenter, Evaluation Improvement Project_Office of theSan Mateo County Superintendent of Schools, Redwood.City 9

20. Train. Students for Future Respansibilities ThroughRequired Civics: Hilda Fritze, General Public, Tustin

21. Train Students in Human Relations Skills: DorothyWarner, Instructional Assistant, Office of the OrangeCounty Superintendent of Schools, Sanfa'Ana

22. \ Increase Teacher Competency with Teacher InserviceEducation: John Avila Cunkillum ..Speeialkst. Ceres

23. Recommendations for Secondary-Intermediate Reform:Jean Esary, League of Women Voters of the Monterey

24. PrPeroilonterey

d Social, Science Curriculum Development,Grades 7-12: Eugene W. Lambert, AdministrativeDirector for Secondary Curriculum and Couhselingt,Pasadena Unified School District

25. Decentralize School Administration: Steve Bayne, Asso-ciate Director, San Francisco Service Center for PublicEducation, San Francisco

26. Impact of Growth and Change in the Monterey BayArea Alice Michael, Coordinator, Environmental Educa-tion, Multicultural Education, Office of the MontereyCounty Superintendent of Schools, Salinas

27. 1 eacher Improvement - Coping with Adolescance- Health Education: Eleanor Bralver, Chairman, HealthDepartment, Sylmar High School

, 28. Students Who Need a Second Chance: Helen: F. Belz,Supervisor, Psychological Services, East Side Union HighSchool District, San Jose

29. TheFuturistic Vocational Curriculum: Jo Hanson, Home.Economics Teither, Dana Hills High School, Dana Point

30. Career Education The Function of the SecondarySchool: Barbara Franklin, Vice-Piesident, Miraleste HighSchool; Parents/Teachers/Students Association, RanchoPalos Verdes

31. Sexist , Practices in California Schools: Nancy Ward,Textbook Chairperson, Education Task Force of theCalifornia National Organization for Women, Berkeley

32. Considerations for Educational Reform:. Robert J.Jacob, Principal, Simi Valley, High School, GeneralPublic, Simi' Valley

33. Solutions to Secondary School Violence: KennethAbraham, 'English Teacher, Sequoia High School, Red-wood City

34. Schooling Adolescents in Urban Society: David E. Kevis,D. E. KPVig Research, Philadelphia, Pennsylvania

35. Improving Our Schools: Adele Somers, General Public,Los Angeles

36. Values: William N. McGowan, Field Service Executive,Association of California School Administrators, Burlin-game

37. Goals - Encourage Earlier Teacher Retirement - Review.Compulsory Attendance Laws: Richard Coltrell, Princi-pal, Palm Springs High'School

38. Special Interest Control of Education: Clifford W.Jordan, District .SuperintendeptMorongo UnifiedSchool District, Twentynine Palms

39. Reform Educational Legislatibn: Walter J. Ziegler,.,Superintendent, Fullerton Union.High School District

" 40. Input for RISE: Marguerite Pinson, Coordinator, Englishas a Second Language and Foreign Language, Office ofthe Orange County 'Superintendent of Schools; SantaAna

41. High School Role: James Letter, Instructional ServicesAssistant, Office ofthe Orange County Superintendentof Schools, Santa Ana

42. The Reform of the Pupil Personnel Services in Intermedi-ate. and Secondary Schools and the School Counselor inthe Secondary School: Patricia Hooper, Coordinator,Guidance Services, Office of the Orange County Super-intendent of SchOols,..Sinta Ana,

43. A S4mpie

6

Paraprofessional: R. J. 'Swan, Professor, Counselor Edu-cation, California State University, Long Beach

44. Needs of High School Graduates to Assume a Productiveand Useful Role in Society: Jill' Priest, Physical andHealth EduCation Teacher, Portola funior High School,Era, Francisco

45. Curriculum Reform: John Donovan, Assistant Principal,San Rafael High School

46. Improving Student Learning Experiences: Fern Young,Coordinator, Language Arts, Office of the OrangeCdunty Superintendent of Schools, Santa Ana

47. In Support of the Affective Domain: James Duggins,Associate Professor, Secondary. Education, San FranciscoState University

48. Some Observations on the Evaluation Dilemma: RobertW. Fleuelling, Assistant Superintendent, Buena ParkSchool District

49. Policy 6100-Instructional Programs John S. Green, Direc-tor of Instruction, Oceanside Unified School District

50. A Plan for Developing the Individual, Grades 7-12:Arnold Lees, Teacner, Bret Harte Junior High School,San Jose

51. Recommendations for Eliminating Sexism: Mariona M.Barkus, Coordinator, Education Committee, Los AngelesChapter, National Organization for Women, Los Anples.

52. Guidelines for Equal Treatment of the Sexes in Sala!Studies Textbooks and "He" Is Not "She': ElizabethBurr, Susan Dunn, and Norma Farquhar, EducationCommittee, National Organization for Women, 'LosAngeles

53. Report on Sex-Stereotyping and the California StateAdoptions of Science Textbooks; Nancy Ward, Chairper-son, National Organization for Women Review Commit- \tee, Los Angeles

54. Life Competen-ce: A Non - Sexist. Introduction to Practi-cal Arts: Nofnia Farquhar and Carol Mohlman, NationalOrganization for Women, Los Angeles

-e

55. Audiovisual Programs Humanities, Marriage andFamily, and Careen: Sandy }Heifer and Sandy Rosen-baton, Sand Castles Creative Properties, Encino

56. Environmental Education: William Penn Mott, Jr., Dino-\ tor, State of California Department of Parks and

\15Recreation, Sacramento

7. Environmental Education: Edward re. Dolder, President,

k8California Conservation Council, Sacramento

. Work Experience Education: Albert Boothby, Voce-tional Specialist, lohn F. Kennedy Senior lligh,School.Sacramento

59, Job Skills: aitude 4.1. Craig, General Public, Whittier60., Goals - Cope with the Futile; Clarify. Velum Rev,

George O'Brien, Principal, Bishop Montgomery HighSchool, Torrance t

61: Change the Ages for. Compulsory School Attendance:Yolanda Gallegos Reynolds, Counselor, Willow GlenHigh School, San Jose

42. F.ducational Concerns .-1èlcher Excellence; SchoolBuilding' Maintenance: Emile La Salle, Regional Super-visor, Agricultural Education, Vocational EducationUnit, California Polytechnic Institute, San Luis Obispo,Getscrti 'Public, Atascadero

63. Home Economics in Education; Kathleen Davison, Lifetioo,;1111.. tr..321,-,1% 1.1 1 C1,11. :II 1/100 t

School, Riverside .

64. Comparative Education: Barbara Totell, General Public,Carmel

65. Idea to Make RISE Go and Attrition Rates: 1. W.Rollinp, Consultant, Pupil Personnel Services, CaliforniaState Department of Edutation, Sacramento

66. The Need for Educational Reform: J. Philip Schediwy,General Public, Sacramento

67. Work Experience Education: Norrin R. Spence, Execu-tive Secretary, California Aisociationsof Work Experi-ence Ethicatars, Modesto City Schools

68. Affective Behavior; School Environment: Marlys Collogn,General Publid, San Diego

69. Rural School Intermediate Grades: John N. Sellers,Superintendent, Cayucot Elementary School District,

.

- Reforms to Unite the School end the Real World:William Wald, Director, Curriculum Servicii. SequoiaUnion High School District, Redwood City

71. Job SXWs: Charley. A. Zeroun, General Public72. Secondary School and Junior College Grade Level

Changes: Malcolm S. Langford, Jr., Social StudiesTeacher, Homestead High SchooL-Sunnyvale

73. Junior HighAnliile School Concerns: John A. Spade,Principal, Martinez Junior High School, Martinez UnifiedSchool District

74. Skills, Knowledge, Attitudei, and Understanding HighSchool Students Should Have: John W. HolmdahL StateSenator, Eighth Senatorial District, Alameda County,California State Senate, Sacramento

75. Astronomy Symposium for Junior Hieh and High SchoolStudents: Sanford A. kellnian, Astronomer.- NASAAmes Research Center, Mountain View

76, Teacher Characteristics: Linda Singer, General Public,Los Angeles

77. Federal Court. Decision Community College Enroll-ment of Students Who Are Under 11 or .Who AreGraduates of Nonacaedited Private High Schools: Terry

nifty% Staff Counsel, Legal Office; California StateDepartme t of Education, Sacramento

78, Essential efomis for Elementary and Secondary Educa-tion: Wi Luft,General Public, Fairfax

79. Alternative Learning Programs: Phillip R. Ferguson,Science Teacher and Counselor, Grover Cleveland HighSchool, General Public, Reseda

80. RISE Cominission,Presentation: Cornell' S.. WhitakerDirector of Secondary Curriculum, San Juan UnifiedSchool District, Carmkhael

81. More Consumer Education Needed: Gleeola M., Brun,Director of Classified Persomiel, Santa Barbara CityElementary and High School Districts, Santa Barbara.

82. Necessity for Students to Read at Grade. Level; JimLapdog', Dean of Students, Canyon High School, CastroValley Unified School District

83. Secondary School Curriculum Reerga °Lotion: , RoyHanis, Social Studies Specialist,Education Center, San'Diego City Unified School District

84. Pregnant Miner 'Programs: Ion Nelson, Teen MothersinsinIPIOr, Valle Undo High School, South. El. Monte

85, A Program to Improve Student Writing Ability: Mrs. I.E. Schoenholz, General Public, Walnut Creek

86. The .Need',to ImproVe Student Writing Ability: Bob A.Editor Maw -

87. Student Alienation: Mr. a Mrs. Merrill W. NGeneral Public, Santa Ana

88. A Philosophy of School Adrni ImitovementafSummer School Programa, Vjacational Education in theJunior High School: Roger K. Tucker, Supervisor,Industrial Education, -California State Department ofEducation, Sacramento r

89. Small SChoots: Outcomes for Students: Robert H.Doyle, Principe!, Tahoelitickee High School, Truckee

90.. Early Childhood Educiation Objectives: Beverly Mihalik,General Public, Placentia

91. Mentally Gifted: Leonard E. .Lyon. General Public,Mountaht View

92. Public Relations: Cominunity Relations Cotudireator:Helen Fisher, Consultant, Community Relations, Hun -tington Beach Union High School District

93. Middle Schools: W.. Ead Sams, General Public, Sacra-,mato

94. Educational Changes -OffCampus Credits; EducationalTelevision, Job Skills: Clark Mattheissen, Vice Principal,Miller Oink Junior High School, San Rafael

95. Junior High-Middle Schools: William F. NO, Principal,Clark Ifitermediate School, Clovis

96, Community Education and a -Concept for Change:Community Education: Wayne R. Robbins. Coordinator,Center for Community Eduration, Office of- the SanDiego County Superintendent of Schools

97. Competencio in Secondary Education - Career Educa.rlion, Vocational Education, Work Experience Education.

en Economic Literacy: Milan Wright, Cooldinitor, ("ifeerand Work Experience Education, Mt. Diablo UnifiedSchool District, Concord

98. Vocational Counselor Preperatory Program William F.Bingham, Executive Director. Vocatidnal EducationPlanningArea V, Alantede-Conira Costa Counties. Pleas-ant Hill

99. Pilot Project in Delinquency Prevention Applying thePrinciples of Sociology and Behavior Modification to the

55

ti.Architectural Design of a High School: John . Butler,Gummi Public, Ventura

lil0. Developing Educational Mahagers and Career Teachers:Robert J. Gomez, Director, NeighbOrhood DevelopmentProgram, County of Los Angeles, Community Redeiel-optnent Agency, Los Angeles

101. Position Paper of the Regional Educational TelevisionAdvisory Council or Southern California; Connie Oliver,Program Director, Regional Educational TelevisionAdvisory Council, Downey

102. Educational Change The System, Compulsory Educa-tion, Compulsory Physical Education. Grouping,

Finance, Alte i ve ,Continuation Education: EugeneUnger, Principe Valley High School, Santa Clara

103. Recommendati ns of the Brea-Olinda Unified SchoolDistrict Regarding Project, RISE: Staff, Brat-OlindaUnified School District, Brea

'1(14. Learning _Is a Student R sponsibility with Parent;,Teacher, Culture, and Syste DB:action: Eric Kangas,General Public, San Diego

10S. Teach Courses in Environme tal Pollution as an Alter-native to Driver Education: B d A. Votteri, Chair-man, Environmental Pollutio Committee, San Mateo .

County Medical. Society, San Leo

ti

Appendix D Books

Selected References American Youth in the MiOtSevensies. Conference Report ofthe National Committee , on Secondary Education. Res-ton, Va.: National Asso tion of Secondary School.Principals, 1972.

Annual Report of the Depot ment of Health n the DrugAbuse Program. Sacramento. California State Departmentof Health, 1975.

"Attrition Rates in California blic Schools." Prepared by-Pupil Personnel Services, Cailifornia State. Department ofEducation. Sacramento, 1974.

California Alcohol Data, 1973. acrarnento: California StateHealth and Welfare Agency, 974:

Career Education: A Position per on Career Developmentand Preparation in Califon Prepared by the CareerEducation Task Force un er the direction of Rex C.Fortune. Sacramento: California State Department ofEducation, 1974.

Clark, Todd. Education for articipation: A DevelopmentalGuide for Secondary Schr¢ol Programs in Law and PublicAffairs,- Los Angeles.. C stitutional Rights 'Foundation,1974.

Coleman, James S., and o cis. Youth: Transition to Adult-hood, Report of the anel on Youlh of the President'sScience Advisory C mmittee, Chicago: University ofChicago Press, 1974:

Fantini, Mario. Public S hoots of Choice, New York: Simonand Schuster, Inc., 1 73.

Featherstone, Joseph. /Schools Where Children Learn, NewYork: Liveright, 1 1.

Fortune, Rex C. " Profile of Secondary Education inCalifornia." A paper presented to the Cbmmission on theReform of Inte ediate and Secondary Education. Sacra-mento, 1974.

Harman, Willis Thomas C. Thomas, and 0. W. Markley.U.S. Public Education in the Next Quarter Century. PaloAlto: Stanfo d Research Institute, 1974.

Hai, Patricia J "Issue Paper: Indicated Concerns of Cali-fornia Pub c Schools Health Education." Sacramento,1973.

The Junior (igh Years. Los Angeles: The Junior HighPrincipals Association of the Los Angeles Unified SchoolDistrict, 1974.

57

70

Keefe, Rev. James. "The Plan Is Ready for Tomorrow," inThe 80's: Where Will the Schools Be? Reston, Va.:National Association of Secondary School Principals,1974.

Leonard, George B. Education and Ecstasy. New York: DellPublishing Co., Inc., 1968.

Martin, John Henry. Report of the National Panel on HighSchools and Adolescent Education. Washington, D.C.:U.S. Office of Education, 1974.

A National Policy on Career Education. Eighth report of theNational Advisory Council on Vocational Education.Washington, D.C.: National Advisory Council on Voca-tional Education, 1974.

New Forms for Community Education. American Associa-tion of School Adalinistmtors Commission on Communi-ty Education Facilities. Rosalyn, Va.: American Associ-ation of School Administrators, 1974.

Parker,---04.H. Schooling for What? New York: McGraw-HillBook Company, 1970.

Postman, Niel, and Charles Weingartner. Teaching as aSubversive Activity. New York: Dell Publishing Co., Inc.,1971.,

Profiles of School District Performance, 1973-74: StatewideSummary. Sacramento: California State Department ofEducation, 1974.

Propst, Robert. High School: The Process and the Place. NewYork: Educational Facilities Laboratory, 1972:

The Reform of Secondary Education: A Report of theNational Commission on the Reform of Secondary Educa-tion. Edited by Frank Brown. New York: McGraw-

. Hill Book-C-ornpany, 1973."Report of the Blue Ribbon Conorittee for Education of the

Gifted," in Educating the Gifted in California Schools.Sacramento: California State Department of Education,1974.

A Report on Conflict and Violence in California's HighSchools. Sacramento: California State Department ofEducation, 1973.

Sarason, Sart:lour B. The Culture of the School and theAublem of Change. Boston: tyrraird-Briaszr,lirc.., 1911.

58

Silberman, Charles E. Crisis in the Classroom: The Remakingof American Education. New York: Random House, Inc.,1970.

Statement of Vote: General Election, NoVember 5; 1974.Sacramento: California Secretary of State, [19751.

Statistical Report on Specialized Child Protective Services.Sacramento: California State Department of Social Wel-fare, 1973.

Suiide in California, 1960-70. Sacrantbnto: California StateDepartment of Health, 1974.

, Vital Statistics: Marriages and Marriage Dissolutions. BulletinNo. 16 (JanuaryDecember, 1973). Sacramento: Cali-fornia State Department of Health, 1974.

Vital' Statistics of California, 1971. Sacramento: CaliforniaState Department of Health, 1975,

Weinstock, Ruth. The Greening of the High School. NewYork: Educational Facilities Laboratory, 1973.

A Year of Significance: Annual Report of the CaliforniaState Department of Education for 1972. Sacramento:California State Department of Education, 1973.

PeriodicalsBronfenbrenner, Urie. "The Origins of Alienation," Scientific

American, CCXXXI (August, 1974), 53-61.Dunn, Rita, . and Kenneth Dunn. "Learning Style as a

Criterion for Placement in Alternative Programs," PhiDelta Kappan, LVI (December, 1974), 275-78.

Featherstone, Joseph. "Youth Deferred, Part I," New Re-public, CLXXI (August 24, 1974), 23-26.

Featherstone, Joseph. "Youth Deferred, Part II," NewRepublic, CLXXI (August 31, 1974), 23 -27.

Gallup, George H. "Sixth Annual Gallup Poll of PublicAttitudes Toward Education." Phi Delta Kappan, LVI(Se-.'amber, 1974), 20-32.

Gibbons, Maurice. "Walkabout: Searching for the RightPassage from Adulthood and School." Phi Delta Kappan,LV (May, 1974), 596-602.

"Should the Compulsory School Age Be Lowered ?" SchoolManagement, XVIII (October, 1974), 24-25.

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