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School Board News Bulletin
May 1998

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New applications skyrocket for FY99 construction grants

Homework not paying off in early grades

Grade retention approach questioned

Mundelein District 75 school earns recognition

Health program expanded

RESEARCH REPORTS

Two studies report few schools use technology effectively

Develop students' reading skills

Early childhood programs pay off

Girls-only education questioned

TOOLS FOR SCHOOLS

School governance information on the Internet

Summer gifted programs make big difference

Free summer lunch program offered for low-income children

FEDERAL UPDATE

Senate approves Coverdell IRA bill, veto expected

THE NATIONAL SCENE

Progress seen in urban schools

Chicago schools chief praised

Religion in school thriving

Middle grades crucial in teaching math

NEWS FROM IASB

1998 School Code and Related Acts ready

Technology book offered

A total of 168 districts have newly applied for School Construction Program (SCP) grant funds for Fiscal Year 1999 for school building repairs or reconstruction.

In addition, 12 school districts that had applied for SCP funds for Fiscal Year 1998 updated their applications or made major changes in their grant proposals for FY 99, bringing the total to 180 districts to be considered for SCP grants next fiscal year.

That word comes from the State Board of Education newsletter, the Superintendent's Administrative Bulletin, dated April 24.

April 1 was the due date for applications for roughly $200 million in grants to be awarded by the state Capital Development Board (CDB) in FY 99. That is the first full year of the $1.4 billion, five-year program created to help offset the cost of needed repairs to school infrastructure.

The CDB reportedly planned to award roughly $30 million of FY 98 grants by May 20 to a previous round of grant recipients. That included several districts that passed referenda on March 17.

School districts that don't receive FY 98 funding will automatically be placed in the pool for FY 99. These districts will be able to update their applications if necessary and the State Board of Education will rank them with the more recent FY 99 applicants.

The ISBE newsletter states that new applicants included 70 elementary school districts, 95 unit districts and 14 high school districts. These applications cover $1.7 billion in total construction, with the state's share pegged at $674 million.

The ISBE says questions about the application and ranking process should be directed to School Construction Services at 217/785-8779. Questions about the grant awards and funding process should be directed to the Capital Development Board at 217/782-5366.

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Homework not paying off in early grades

University of Missouri Psychologist Harold Cooper argues in the March 30 Newsweek that, "for elementary-school students the effect of homework on achievement is trivial, if it exists at all." Cooper analyzed more than 100 studies in coming up with his finding, "which has stood up for 10 years."

Cooper presented a paper at the annual American Educational Research Association meeting in San Diego in April exploring his latest research on this topic, including what makes for valuable elementary school homework.

According to Newsweek, Cooper's current research indicates that "there was a significant relationship between the amount of homework assigned and student attitudes." Many younger students resent homework and develop poor attitudes towards schooling as a result.

The Newsweek article suggests good homework for younger children entails short assignments, quickly completed, and should "move out of the drone mode and into the creative mode," according to Gary Griffin of Columbia University's Teachers College.

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Grade retention approach questioned

Years of research have consistently shown that holding back students can "create more problems for students than it solves," including higher dropout rates, according to the April issue of the independent newsletter Catalyst; Voices of Chicago School Reform.

This is particularly significant right now because Chicago schools launched a retention policy last year that sent thousands of students to repeat a grade, and a new Illinois statute encourages grade retention by outlawing social promotion. (Social promotion is defined as promoting students to the next grade for reasons other than academic achievement.)

Catalyst notes that a program similar to the one in Chicago was tested in New York City in the early 1980s, only to be abandoned 10 years later. Apparently dropout rates had climbed skyward while student grades had not.

One difference is that Chicago is "providing impressive resources to help kids catch up. Summer school is being conducted at virtually every grade level, and hundreds of schools have new after-school classes." Meanwhile, schools with the most grade-level repeaters "are getting extra teachers so they can reduce class size," and transition centers are receiving extra resources.

Yet the newsletter urges that, "given retention's sorry track record, it's imperative that Chicago study its program closely as it unfolds and report the results to schools and the public."

Meanwhile, a recent amendment to the Illinois School Code as a result of H.B. 452 puts an end to social promotion in Illinois public schools. The law requires that on or before September 1, 1998, each school board shall adopt and enforce a promotion policy to ensure that students meet local goals and objectives and can perform at the expected grade level before promotion.

According to the State Board of Education, the law allows for a variety of measures to be used to determine how children are promoted. Measures to be used can include state, district or classroom assessments. The promotion determination, however, must be made at the local level.

Guidance on developing lawful policies on this issue is contained in the Policy Reference Education Subscription Service (PRESS) marketed by IASB. Call the IASB office nearest you at extension 1226 or 1227 for information on PRESS and other policy matters.

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Mundelein District 75 school earns recognition

The Mundelein Elementary District 75 Board of Education has earned national recognition for renovating Lincoln School and turning it into a year-round school of choice featuring multi-age classrooms, innovative curriculum and more. The board received the Magna Award from NSBA and The American School Board Journal.

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Health program expanded

Governor Jim Edgar in May announced a $117 million initiative to provide health care for more than 200,000 Illinois children in low income families. The plan will expand the state's KidCare program by widening eligibility requirements to include more uninsured children and a provision to help low-income families make payments on employer-sponsored health-care plans, reported the May 7 Chicago Tribune.

The program, which has bipartisan support, would begin August 1 and include children from families with incomes of 133 percent to 185 percent of the poverty level. A family of four with annual income of $30,433 could be eligible.

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RESEARCH REPORTS

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Two studies report few schools use technology effectively

Only 3 percent of U.S. schools are effectively integrating technology into all aspects of their educational programs, while most fall far short of that goal. So says a report from the CEO Forum on Education and Technology. Most schools (59 percent) rank at the lowest end of the scale developed by the group.

The 3 percent of schools that make effective use of technology based on a wide variety of criteria—including Internet access, the number of computers per students and well-trained teachers—earned the "target tech" rating from the CEO Forum.

The report, School Technology and Readiness Report: From Pillars to Progress, is the first of four by the group, whose members include technology companies such as Apple Computer, nonprofit entities such as National Public Radio, and education organizations including the National School Boards Association and the National Education Association. Anne L. Bryant, NSBA executive director, is co-chair of the CEO Forum.

Text of the report is available at http://www.ceoforum.org or by contacting NSBA, 1680 Duke St., Alexandria, VA 22314; phone: 703/838-6722.

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Develop students' reading skills

A 10-year study shows that students whose first-grade instructors assign a wide range of writing projects develop better reading skills than their peers. The report, which appeared in Education Daily, says children in learning environments where reading and writing were integrated into all aspects of the curriculum scored higher on reading tests.

The study was conducted at the Center for Children & Families at the Educational Development Center and Harvard University. It was based on visits to 69 first-grade classrooms in 11 school systems. The report, The Home-School Study of Language and Literacy Development, is free by contacting the Educational Development Center at 617/618-2749.

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Early childhood programs pay off

The lives of poor children can be immeasurably enriched by enlisting them in thorough, customized early childhood education programs. What is more, such programs are extremely cost effective for state governments.

So says a new Rand Corporation study that reviewed nine small-scale programs. The researchers found well-designed childhood programs have three things in common: highly trained and competent staff; intensive services to both mothers and their children; and flexible, well-developed curriculum designed to meet every child's abilities and needs.

However, the report reviewed mainly small-scale, tightly controlled demonstration projects. Researchers wonder if such programs can be duplicated by government agencies, according to Education Week (April 29, 1998).

Copies of the report, "Investing in Our Children: What We Know and Don't Know About the Costs and Benefits of Early Childhood Interventions" are $18 from: Distribution Services, Rand, P.O. Box 2138, Santa Monica, CA 90407-2138; phone 310/393-0411.

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Girls-only education questioned

Creating separate classes and schools for girls might not provide the best education for them, according to a report by the American Association of University Women (AAUW) Educational Foundation.

Since the foundation issued a report in 1992 documenting pervasive gender bias in K-12 schooling, there has been an increase in single-sex education.

However, the group's latest report, "Separated by Sex: A Critical Look at Single-Sex Education," finds there is no evidence, in general, that single-sex education is better for girls than co-education. When elements of a good education are present, the report says, both girls and boys succeed.

Single-sex programs have produced some positive results for girls – they become more interested in math and science, are more likely to take risks, and develop more confidence. But researchers debate whether the benefits result from the single-sex programs or from such factors as smaller class sizes and schools, intensive academic curricula and a more disciplined environment.

For more information, contact AAUW, 800/225-9998. Source: National School Boards Association News Service.

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TOOLS FOR SCHOOLS

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School governance information on the Internet

Today's school leaders understand that the power of parental involvement in education cannot be overestimated. In addition to first-hand knowledge from their day-to-day work, school leaders know about research that shows how a family's involvement in a child's school is a critical link to achieving high-quality education.

The research shows that students are more likely to fall behind in academic performance when their parents do not participate in school events, develop a working relationship with their child's educators, or keep up with what is happening in their child's school.

In fact, studies show that the most accurate predictor of a student's achievement in school is not income or social status, but the extent to which the student's family becomes involved in the child's education at school and in the community.

Parental involvement frequently is absent when it comes to public school governance. Less than 25 percent of a community's registered voters typically vote in school board elections. Other evidence of the need for more involvement is seen in many communities across the country where it is increasingly difficult to find strong candidates willing to run for the school board. Promoting parental understanding of, and involvement in, school governance is a crucial element in improving our schools.

The vision statement recently adopted by the NSBA Board of Directors reflects an understanding of the increasingly important role of the school board as the nexus between schools and the community. NSBA's strategic vision includes goals and strategies to help strengthen the school board role in aligning the power of the community on behalf of the public schools.

Now, thanks to a grant from the AT&T Foundation, the National School Boards Foundation has created information specifically for parents, and is sharing that information on the World Wide Web via an online community center for parents known as the Family Education Network.

To visit this site from NSBA's homepage, just click on "Connecting with the Community" to review the materials about school boards. The information includes articles, interviews with local board members, statistics and polls.

You can reach the site from the NSBA homepage, http://www.nsba.org. Select education links, Family Education Network, then school governance.

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Summer gifted programs make big difference

Gifted students can get a world of benefit from summer programs, both in terms of academic development and social or recreational opportunities, the National Association of Secondary School Principals (NASSP) suggests.

The February edition of the NASSP Bulletin provides an overview of many gifted programs for the summer months. The article details the kinds of programs commonly offered by schools.

The article is written by Vicki B. Stocking, director of research at Duke University's Talent Identification Program (TIP). Stocking also has catalogued major summer programs for gifted students provided by universities and other organizations.

Duke University also publishes a guide to more than 400 summer programs, called the Educational Opportunity Guide. The cost is $15 per copy, via the Duke University TIP, 1121 W. Main St., Suite 100, Durham, NC 27701; phone 919/683-1400; fax 919/683-1742.

Source: Education Week, April 22, 1998.

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Free summer lunch program offered for low-income children

When school lets out, low-income children lose the benefits of free meals provided by the National School Lunch Program. But many children in low-income areas can get a free lunch through the Summer Food Service Program, administered by the Illinois State Board of Education (ISBE).

The federally funded (USDA) program may be offered Monday through Friday whenever 50 percent of children in the area being served are documented as being eligible.

In 1997, 114 sponsors provided meals to roughly 100,000 children at 1,850 sites, serving 4.46 million lunches, 965,210 breakfasts, and 30,454 suppers in Illinois.

Eligibility can be determined through: free or reduced-price school lunch statistics, state or local government studies plotting low-income areas, updated census tract data or individual documentation.

If the service site meets eligibility criteria, all meals served to children are eligible for reimbursement—except in the case of meals served in residential camps. The program defines a child as anyone 18 or younger or anyone 20 or younger with a mental or physical disability who attends an ISBE-certified school program during the school year.

Children without access to the Summer Food Service Program may be at risk for hunger, under-nutrition or malnutrition. They cannot learn as well or reach their potential as well as adequately nourished youngsters. Children who participate in the program return to school better prepared for the academic year.

Additional sponsors are needed to serve the hundreds of thousands of children statewide who are eligible for the program. The need for sponsors is greatest in areas where no major program now exists—in several mid-size downstate cities, for example.

School districts can be sponsors when they have accessible facilities and staff. If providing the staff and facilities in the summer months is a problem, schools can work out an agreement whereby they arrange to supply the meals, and another organization provides the food service and facilities.

Other organizations may sponsor the program, however, including local governments, park districts, summer camps, and nonprofit organizations with 501.c(3) status.

Sponsors are reimbursed for each eligible meal served, and can request advance payment to help organize the program. The reimbursement rate is set each year and consists of an operating rate and an administrative rate for each type of meal.

The ISBE can assist sponsors. Informational packets are available to familiarize new sponsors with the regulations, application procedure and management tools needed to successfully operate a program. For information, contact Susan Carter, SFSP administrator, by phoning 217/782-2491.

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FEDERAL UPDATE

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Senate approves Coverdell IRA bill, veto expected

The U.S. Senate approved the Coverdell Education IRA bill April 23, a measure NSBA labels a "backdoor voucher."

The bill would allow parents, relatives, corporations, and foundations to contribute up to $2,000 a year to tax-free savings accounts for children to cover K-12 education expenses, including private or religious school tuition.

The proposal, sponsored by Sens. Paul Coverdell (R-Ga.) and Robert Torricelli (D-N.J.), would cost $1.6 billion over five years.

President Clinton has said he will veto the measure. The House passed a similar bill in October.

NSBA opposes the IRA accounts. "This is simply a voucher by another name that would shift tax resources into private and parochial schools," says an NSBA Issue Brief. "The bill sends public tax resources into private and parochial schools that are not accountable to the community or any public authority."

A plan to substitute a new school construction program for the Coverdell measure failed. The failed amendment was sponsored by Sen. Carol Mosely Braun (D., Ill.).

The Senate approved an amendment to convert some $10.3 billion worth of education programs into block grants. Among the programs that would be converted are Title I, bilingual education, safe and drug-free schools, and Title VI school improvement grants.

The Senate also passed an amendment to provide incentives to states to administer teacher testing and to provide merit pay to teachers.

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THE NATIONAL SCENE

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Progress seen in urban schools

Rising test scores and declining dropout rates are just two examples of good news for the nation's urban schools, according to a report on school improvements. In addition, a poll of superintendents and board members from the nation's largest school districts shows they are optimistic about their schools' futures.

The report, Signs of Progress: Preliminary Evidence of Urban School Comeback, recently released by the Council of Great City Schools, cites specific examples of system-wide improvements being made in 41 major urban school districts. The poll, Critical Trends in Urban Education: A Poll of America's Great City Schools, is the third in a series. It is designed to provide superintendents, school board members and policy makers with an opportunity to share their opinions on the status of urban education.

Signs of Progress presents preliminary evidence on system-wide improvements in 41 school districts. The report cites increased scores on state and local tests, as well as significantly reduced annual dropout rates and increased daily attendance. It points to narrower achievement gaps between students of color and their white counterparts, and shows more students taking and scoring higher on college entrance examinations.

The study mentions that progress in these districts is the result of a growing national consensus on what needs to be done. Urban districts are placing more emphasis on establishing high expectations for students, providing well- trained teachers and staff who are held accountable, and giving schools the tools and programs they need to increase achievement.

Urban school district highlights include:

* 22 districts reported decreased student dropout rates and/or increased student daily attendance;

* 18 districts reported increased scores on national, state, and/or local student achievement tests;

* 12 districts reported an increased number of students taking college entrance examinations and/or increased scores; and

* Six districts reported an increased percentage of students entering advanced placement courses.

Meanwhile, Critical Trends found over three-fourths of urban school leaders are either optimistic or somewhat optimistic about urban schools, a 33 percent increase since 1995. For more information on either report, telephone the Council on the Great City Schools at 202/393-2427.

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Chicago schools chief praised

Chicago school CEO Paul Vallas gets high marks from Forbes Magazine, which dubbed him "Chain Saw Paul."

"Once one of the nation's most ineffectual, neglected and corrupt public education systems, Chicago's—with 428,000 students in 559 schools—is now a model of sorts for urban public education," writes Bruce Upbin. Vallas gets high marks from the magazine for improved reading and math test scores, a reduced dropout rate and cleaned-up finances.

Source: Forbes Magazine, April 6, 1998.

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Religion in school thriving

Prayer and religion are flourishing in public schools, according to The Washington Post. In an article published on May 7, the Tenth Annual National Day of Prayer, the newspaper reported Christian Clubs, Bible study groups, and prayers by students of all religions in schools around the nation.

While school-organized and mandated prayers at any school activities are still unconstitutional – as are school-sponsored religious baccalaureate services – a variety of other activities are allowed. Students can perform personal religious rituals during school hours, as long as they don't infringe on the rights of others or disrupt school activities. They can discuss religious matters and distribute religious literature as long as they don't harass other students.

While there are still some gray areas in the law, schools and students seem to have a better understanding of what kind of religious expression is allowed, and what is not, an ACLU spokesperson told the Post.

As the bumper sticker says: As long as there are tests, there will be prayer in schools.

Source: The Washington Post, May 7, 1998.

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Middle grades crucial in teaching math

American students performed relatively well in mathematics and science at the fourth-grade level, but fell to just slightly above average by eighth grade, according to the Third International Mathematics and Science Study (TIMSS). By twelfth grade, U.S. students performed better than only two other countries.

In other words, the middle grades appear to be the crucial period for improving mathematics and science instruction. A report written for the U.S. Education Department suggests that middle grade math basics should include geometry, measurement, proportionality and algebra, as well as arithmetic. Edward S. Silver, the author of the report also says the U.S. needs a serious national commitment to improve mathematics learning by all students. We have to do away with the idea that most people are "just not very good at math," he says.

Source: National School Boards Association News Service.

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NEWS FROM IASB

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1998 School Code and Related Acts ready

The 1998 Illinois School Code is now available from the Illinois Association of School Boards (IASB). The Association obtains a supply of Codes from Lexis Law Publishing Company in each even-numbered year.

A complimentary copy of the Code has been mailed to the superintendent in each IASB member district along with an order form for additional copies.

Also, the Fifth Edition of Illinois School Law Survey is now available for distribution. The Survey is the popular layman's guide to school law written by attorney Brian Braun and published by IASB. It uses a question-and-answer format to address issues commonly encountered by school boards and administrators. Answers are based on state and federal statutes, court decisions and government agency regulations and are current as of January 1, 1998.

The special edition of the Code published for IASB carries numerous legislative Acts applicable to schools besides the School Code. It is current through all of the 1997 legislative session.

New with this year's edition is a set of Post-it indexing labels from 3M and IASB.

The 1998 School Code may be obtained from IASB for $20 per copy, $15 for IASB member school districts, plus $4 per order for shipping. A special discount applies on carton orders (12 copies per carton). The Code is also available on computer diskette.

Illinois School Law Survey presents questions and answers in 27 chapters. It covers such topics as student discipline, the educational program, education of the handicapped, teacher employment, collective bargaining, school elections, public meetings, budgeting, property taxes and state aid. The reference work also carries an extensive "quick reference index," designed to help the user quickly locate topics of interest. All information is fully documented as to where the law may be found. An explanation of legal references also tells the reader how to locate statutes and court rulings for more information.

The Survey is available from IASB for $22 a copy, $18 for IASB member districts, plus $4 per order for shipping.

For more information or to place orders, call or write: IASB Publications, 2921 Baker Drive, Springfield, Illinois 62703; phone 217/528-9688, ext. 1108. Or FAX orders to 217/528-2831.

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Technology book offered

More than 135 outstanding technology projects were demonstrated at the seventh annual Capitol Building demonstration of TECH 2000/ AT&T: Students for the Information Age. While supplies last, you can receive a program for the event, at no cost, which describes each project and lists the teachers and technology directors. The programs are an excellent idea and resource book for classroom technology. Call either IASB office, extension 1108, to order your free copy.

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Illinois Association of School Boards

2921 Baker Drive
Springfield, Illinois 62703