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School Board News Bulletin
September 1995

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Documents obtained by IASB show local redevelopment schemes known as TIFs routinely allow the diversion of as much as $500,000 annually in property tax revenues for fees paid to under-worked administrative consultants. Consultants rake off a percentage of the funds collected from some Tax Increment Financing (TIF) districts, in direct violation of Illinois law, yet without fear of regulatory oversight or prosecution. No state agency presently is responsible for making sure TIF sponsors follow the law.

As reported in the August Newsbulletin on page 1, the total property value of TIF districts in Illinois exceeded $1.6 billion as of 1992, and costly abuses are now common.

Recent reports indicate abuses of the TIF law in Illinois cost school districts many millions of dollars each year. Percentage-based fees for administrators are an example.

"It is totally reprehensible for a consultant to take a fee on the percentage of increment," said Kia Nebel, a Chicago attorney who drafted language in the first TIF legislation in 1974. Nebel is a strong advocate of the TIF concept, but an opponent of TIF abuses.

"I am trying to preserve the legitimacy of the statute," Nebel explained. "I am convinced there has been a misuse of the power."

Other common abuses of the TIF law reportedly include:

• drawing TIF district boundaries wider than are justifiable (TIFs are supposed to be confined to "blighted" areas) in order to maximize consultant's fees;

• encompassing existing developed areas in new TIFS, including residential areas, and diverting revenues that should have gone to taxing districts such as schools, townships and park districts;

• making the term of the TIF's duration longer than needed.

In one case in Illinois, a municipality chose to expand its TIF district just as the original agreement was scheduled to expire. This prevented the local school district from obtaining the long-awaited revenue windfall.

School administrators familiar with TIFs say changes in the TIF law are needed. First, they say, schools should be able to "opt out" of participation in a proposed TIF. When a TIF District is established, however, the schools should be "made whole" so that they do not receive reduced funding because of the TIF.

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Test scores show education programs succeeding

Students are taking more advanced science and math courses, dropping out of school less often and doing better on standardized tests, new reports show. The reports indicate that federal spending on education is having a positive impact on students, according to the president of the National School Boards Association, Roberta G. Doering.

Doering was responding to release by the College Board of this year's average SAT scores, the ACT composite test scores for 1995 and the Department of Education's annual "Condition of Education" report.

"These reports when taken together show that almost all students are doing better, schools are raising standards and offering more challenging courses and the influence of federal spending is showing up in higher test scores for the students who rely on federal help the most," said Doering. Doering is a school board president from Agawam, Massachusetts.

Doering said the huge budget cuts in education proposed by Congress would reverse gains that have occurred due to federal spending in recent years.

Reports show progress in almost all areas for almost all students. Average SAT scores rose from the previous academic year, according to data released by the College Board. Verbal scores rose 5 points, while mathematics scores rose 3 points.

The College Board points to this positive finding as evidence that students are coming to the SAT exam more prepared than in past years. The finding is consistent with "The Condition of Education" report released by the U.S. Department of Education, which showed an increase in the number of students taking a package of recommended "core courses."

A study issued by the Rand Corporation last spring stated that federal education services were largely responsible for achievement gains shown by disadvantaged students over the past two decades.

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Illinois students again do well on ACT

Illinois students in 1995 again scored above the national average on the ACT exam, the college entrance test taken by 70 percent of Illinois high school seniors. Illinois scores remained steady, even though 4 percent more students took the ACT in 1994-95 than in 1993-94. Scores in Illinois had risen in each of the four previous years.

For the second year in a row, the overall composite score in Illinois was 21.1. Meanwhile, the national composite score remained 20.8.

The ACT score range is 1 to 36, and the nation's 1995 average is derived from the individual scores of the more than 945,000 high school graduates in all 50 states who took the ACT. The average for 1994 was derived from 892,000 students.

With a growing number of students taking the test, experts said maintaining the same overall composite score is cause for satisfaction: "When there's a large increase in the number of students tested, as we had this year, one likely result is score instability," explained the president of ACT, Richard L. Ferguson.

Despite steady growth in the number of students taking the test, including many more students ranked in the lower half of their class, ACT scores in 1994-95 were well above the level of five years ago. That is true on both the state and national level.

While it is true that college entrance exams are not intended to measure student performance on the specific curriculum studied, rising ACT test scores are an indication that more of today's students are better prepared for college.

ACT performance by females and most minority groups continued to rise.

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Zion administrator wins mentor award

Julie Wendorf, a special education administrator at Zion Elementary School District 6--who was instrumental in establishing a stay-in-school program for junior high school students on the verge of drug, alcohol/substance abuse and gang involvement--is a recipient of the 1995 Mercedes Mentor Award. The award is presented by Mercedes-Benz of North America.

The award is given to Chicago-area women who have made outstanding contributions in business, education or the arts while fostering a mentoring environment.

Wendorf is an advocate for parental involvement in the education process.

Other 1995 recipients are: Marca Bristo, chair of the National Council on Disability; Merri Dee, director of community relations at WGN-TV; and Gail Rosseau, a neurosurgeon who organized a "job shadowing" program for young women.

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Walsh, Pellegrino join State Board

Two appointments by Governor Edgar to the Illinois State Board of Education have been announced. Julia F. Walsh is secretary and treasurer of Siles & Walsh, Ltd. in Arlington Heights, and Sandra M. Pellegrino is the owner of Pellegrino Law Offices in Peoria. Their terms will expire in 2001.

Meanwhile, Deborah Miller, principal owner of the Miller Consulting Group in Hoffman Estates, and Board Secretary Doreen Crewe, former president of the Palos Park Board of Education in School District 230, have been reappointed to their positions.

The remaining members of the State Board, and the year their terms expire are: Chair Michael W. Skarr (Naperville, 1997); Vice Chair Lyle Neuman (Sherman, 1999); Jackie B. Breckenridge (Chicago, 1997); Marcene M. Broadwater (Chicago, 1997); Rick L. Catt (Oblong, 1999); Mark W. Gallagher (Wheaton, 1999); William E. Hill (Charleston, 2001); Harry E. Litchfield (Orion, 1999); Mary Ann S. MacLean (Mettawa, 1997); Gretchen L.McDowell (Chicago, 1997); Jim Palos (Chicago, 1999); Herb R. Roach (O'Fallon, 1997); and Patricia Yuzawa-Rubin (Wilmette, 1999).

The 17 members of the State Board are appointed by the governor to six-year terms and may serve two consecutive terms.

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1994 Open Meetings Act Amendments -- and 1995, too

Are you confused about requirements of the new Open Meetings Act enacted into law last year?

Don't feel alone. But don't listen to rumors, either, because some editorialists make it sound as though everything has changed. It hasn't. In fact, the new law enacted in 1994 contains only a few significant variations from the law previously in effect.

A thorough explanation of the Open Meetings Act, as amended in 1994, is contained in a new booklet published by IASB and mailed in late June to school board presidents, secretaries, and superintendents. Titled School Board Meetings and Records, the booklet also explains the Freedom of Information Act and procedures for compliance.

The new booklet was written by Terrence M. Barnicle and James P. Bartley, attorneys-at-Law with Klein, Thorpe & Jenkins, Ltd., Chicago.

Some additional changes enacted this spring may help fuel the rumors of cataclysmic change, but they too make only modest adjustments to the law.

The 1995 amendments contained in PA 89-0086 (SB 830) are summarized in the accompanying article. For users of School Board Meetings and Records, it may be helpful to attach a copy of the summary as an up-date.

Here are the changes applicable to school boards contained in the 1994 version of the Open Meetings Act:

1. An agenda for each regular meeting must be prepared and posted at least 48 hours in advance of the meeting. However, the posted agenda does not preclude the consideration of items not specifically set forth in the posted agenda. Under the old law, an agenda was required only in the notice of a special meeting. Also see 1995 amendments.

2. Public notice of special meetings, except a meeting held in the event of a bona fide emergency, must now be given at least 48 hours (previously 24 hours) before such special meeting,

3. Public Notice of a rescheduled regular meeting or of a reconvened meeting must now be given at least 48 hours beforehand, and the notice must also include the agenda for the rescheduled or reconvened meeting. However, the 48-hour notice of a reconvened meeting is not necessary where the original meeting was open to the public and it is to be reconvened within 48 hours, or an announcement of the time and place of the reconvened meeting was made at the original meeting and there is no change in the agenda.

4. The 1994 Amendments changed the information required in the minutes to include a "summary of discussion" on all matters proposed, deliberated or decided. (The law previously required a "general description" of all matters proposed, discussed, or decided.) It appears that the intent is to include some description of the nature of the discussion on any particular matter as contrasted with a mere description of the matter.

5. The Act now permits a closed meeting to hold "deliberations concerning salary schedules for one or more classes of employees." Previously, salaries in general had to be discussed in open session unless a collective bargaining agreement was involved.

6. A public body may convene a closed meeting to consider the salary of an individual employee, either to initially hire or in reviewing a contract. It was never entirely clear whether the term "employee" was meant to include independent contractors. The amended Act clarifies the issue by defining "employee" to specifically exclude an independent contractor.

7. Under the previous law, a school board could close a meeting to hear complaints lodged against an employee or officer, and "officer" was taken to include a member of the board. The new law provides a similar exception, but it applies only to employees, not officers or board members, and the law specifically excludes contractors in the definition of "employee."

8. A closed meeting exception to consider the sale or lease of property owned by the public body expands the previous provision to encompass all types of property as opposed to just real property.

9. The new law sets somewhat stricter requirements for closing a meeting to discuss emergency security procedures. The motion to close the meeting must include a description of the actual danger prompting the emergency security procedures.

10. The new law specifically provides for a closed meeting to discuss the minutes of closed meetings.

11. A motion to close a meeting must cite the specific exception for which the meeting is to be closed and a roll call vote must be recorded in the minutes. Some school boards frequently adopt a motion to go into a closed meeting to "discuss personnel matters." Such a motion is insufficient under the amended Act. A proper motion would be to "go into a closed meeting to discuss the employment of an individual employee."

1995 OMA Amendments

Here are the 1995 amendments to the Open Meetings Act contained in PA 89-0086 (SB 830), enacted this spring:

• A closed meeting may be held to discuss whether a particular parcel of property should be acquired.

• A local electoral board that is considering petition challenges is not included in the definition of a "quasi-adjudicative body" which may hold a closed meeting.

• When convened in an open meeting for which proper notice has been given, a public body may hold a closed meeting without additional notice.

• The agenda for a regular meeting must be posted 48 hours in advance at both the principal office of the public body and the location where the meeting will be held. (The 1994 law required posting at one or the other.)

Illinois School Licensing Coop expanding

The Illinois School Licensing Cooperative, a Limited Liability Corporation (ISLC, LLC), was formed in January 1994 to develop non-traditional sources of private sector funding for schools. With the start of the 1995-96 school year, the ISLC is being reintroduced on a wide scale to schools and businesses throughout the state.

"The cutting edge nature of this simple concept has taken more time than we had expected to develop," said Walt Warfield, Secretary-Treasurer of ISLC, LLC.

The executive directors of five Illinois school management associations, including IASB, formed the ISLC, LLC in order to financially benefit schools though the licensing of school assets. The cooperative benefits schools in direct proportion to the success of its endeavors. The endeavors to date have included the marketing of "affinity" credit cards that benefit designated local schools through royalties paid on each purchase made with the cards.

But sponsors say the ISLC, LLC also will establish programs focusing on businesses than can benefit from marketing their goods and services--including various items containing school logos and insignias--through the educational community. To accomplish this, the ISLC, LLC has entered into an agreement with School Properties, Inc. as its exclusive representative. The firm will function as the marketing arm of the ISLC, LLC.

"Together, the ISLC, LLC and School Properties Inc. lead the nation in the development of programs designed to provide schools with systematic access to business venture revenue," Warfield said.

The scope of these cooperative arrangements is on the verge of expanding, Warfield said, as business leaders have presented new ideas of their own for new programs.

"Every year million of dollars of profit are being made from the educational community without schools benefiting to the extent possible through the ISLC, LLC programs," Warfield said.

Questions or comments about ISLC, LLC are welcome by phone at 217/787-4342 or by fax at 217/787-9362.

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IASB-endorsed consortium for mandatory testing of school bus drivers is heralded

With federal deadlines looming, board presidents and superintendents of IASB member districts need to be aware about the establishment of the Illinois School District Drug & Alcohol Testing Consortium. The IASB-endorsed consortium was organized to assist local districts in complying with U.S. Department of Transportation regulations concerning testing of school bus drivers.

The Mid-West Truckers Association will administer the program and assure through its sub-contractors full compliance with all the detail of the federal regulation. IASB created the consortium in order to assist local districts in complying with these regulations in the most efficient and effective way possible.

"IASB staff talked with several contractors and reviewed a number of proposals," explained Wayne Sampson, Association Executive Director. "The Mid-West Truckers Association service will be absolutely the easiest for local administrators to implement, establish a separate random pool for school bus drivers, and provide on-site specimen collection.

"The Illinois School District Drug & Alcohol Testing Consortium through the Mid-West Truckers Association will provide the same high quality of service administrators and boards have come to expect from IASB. The standard for the most convenient, comprehensive service at the best price has been set by the Illinois School District Drug & Alcohol Testing Consortium. We encourage member districts to investigate and participate," Sampson stated.

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Take part in the School Technology Fair

The School Technology Fair is an exciting part of the Joint Annual Conference of the Illinois Association of School Boards, Illinois Association of School Administrators and Illinois Association of School Business Officials.

Held from 11 a.m. to 2 p.m. Saturday, November 18, at the Sheraton, the Fair gives students and teachers a chance to show how technology enhances learning in their classrooms.

Shouldn't your schools be represented? Space is available for a few more demonstrations. For more information, contact Jessica Billings at IASB's Springfield office: telephone 217/528-9688, or fax 217/528-2831.

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LDC panel to explore strategies for hiring diversified staff

Here is one more reason to attend the 1995 Joint Annual Conference: the Large District Council (LDC) will stage Conference sessions on "Recruiting multicultural teachers" and "preparing multicultural teachers for placement," Saturday, November 18. One panel will include a school district recruitment specialist and personnel officer from one of the nation's largest and most diverse school districts. The second panel will feature a college dean, a director of student services, and a university placement officer. The sessions will be presented in Regency D Ballroom in the West Tower of the Hyatt Regency, Chicago, from 12:00 noon to 4:00 p.m.

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Americans encouraged to get involved

Education Secretary Richard W. Riley is encouraging all Americans to support parental involvement in learning via a year-long campaign to begin the week of September 11.

America Goes Back to School: A Place for Families and the Community invites individuals from all backgrounds--civic and religious leaders, parents and grandparents, trades people and artisans--to rally around their schools.

Studies show that family and community support for education results in students learning to higher standards and schools that are safer. This movement encourages adults everywhere to get meaningfully involved in supporting local schools, and help prepare all children to meet the challenges of the 21st century.

Ideas for involvement include:

1. reading a book to elementary students;
   
2. participating in a meeting focused on how the community can support and become more involved in its schools;
   
3. Bringing in props or technology that you use in your profession and demonstrating them for the class.

The year-long campaign kicks off with business leaders, Nobel Prize winners, professional athletes, members of the President's cabinet, and other celebrities gathering to publicize it.

For a resource guide with suggested school involvement activities, contact the U.S. Education Department, 800/USA-LEARN.

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Anti-smoking rules may reinforce school board anti-smoking efforts

President Clinton's proposed rules aimed at reducing tobacco use among young people could reinforce school boards' anti-smoking efforts.

The President recently gave the Food and Drug Administration (FDA) the authority to regulate tobacco products as "medical devices" that deliver the drug nicotine. The announced goal is to reduce smoking by children and adolescents by 50 percent.

"The evidence is overwhelming and the threat immediate," Mr. Clinton said. "Cigarettes and smokeless tobacco are harmful, highly addictive, and aggressively marketed to our young people."

The White House proposal calls for the FDA to issue regulations to make it harder for minors to buy tobacco products and to limit the appeal of cigarettes among youths by restricting tobacco advertising.

The rules would:

• require store clerks to verify the age of youths buying cigarettes;

• ban vending machine and mail order sales, free samples, self-service displays, and sale of single cigarettes ("loosies") and packages with fewer than 20 cigarettes ("kiddie packs");

• ban outdoor advertising within 1,000 feet of schools and playgrounds.

The new rules would apply only to children and youths; they would not restrict tobacco sales to adults. Advocates say the rules would reinforce existing anti-smoking policies which have been adopted by school boards in more than 90 percent of all school districts.

The number of teenagers using tobacco products has risen rapidly in recent years. Between 1991 and 1994, the number of eighth graders who smoke increased 30 percent, and the percentage of 10th graders who smoke increased 22 percent.

The rise in teen smoking is directly related to cigarette advertising targeted at children, the U.S. Department of Health and Human Services charges. Teens' preference for Camels, for example, was less than 3 percent before the "Joe Camel" campaign began in 1988. A year later, 8 percent of youths who smoked bought Camels, and by 1993, 13 percent of youths chose Camels.

A recent study of cigarette advertisements in stores, conducted by the state of California, found significantly more ads in stores near schools. The study also found a significantly greater number of tobacco ads near the candy counters in stores near schools. Moreover, the ads are commonly set lower to the ground, allegedly so children can see them better.

Following a 90-day public comment period, the proposed rules will be revised and published in final form. Send comments to: Dockets Management Branch (HFA-305), FDA, Room 1-23, 12420 Parklawn Drive, Rockville, MD 20857.

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Schools test innovative ideas in battling student drug abuse

School boards that want to launch successful anti-drug programs should include the youngest children, work with community groups, and target parents along with their children.

That is some of the advice from a U.S. Department of Education guide, Success Stories, '94, which details the programs of schools selected as national models by the department's Drug-Free School Recognition Program.

Educators interviewed for the report all agreed that "a strong prevention program is not a one-time activity," the report says. "It takes an integrated approach, fused into the curriculum, reinforced by the `teachable moments' a class experiences every day."

The report says prevention programs should begin in kindergarten, because by the time students reach the fourth grade, some already are using tobacco, alcohol and other drugs.

The report advises schools to have clear, strong "on use, no-exceptions policies" on tobacco, alcohol and illegal drugs. Policies should identify the consequences for breaking the rules and cover drug use off campus during nonschool hours.

Success Stories '94 is free from the Education Department, 800/624-0100.

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American Education Week theme invites mounting interest

"Good schools are a great investment." That is the theme of American Education Week (AEW), November 12-18, 1995, co-sponsored by the National School Boards Association and 10 other national organizations.

The goal of AEW since its inauguration in 1921 has been to increase public understanding and appreciation of the nation's schools, to encourage parents and non-parents to visit schools, and to build pride and support for education.

Schools are encouraged to participate in the celebrations by inviting members of the community to see their classrooms in action during AEW. Sponsors say schools should particularly target those who do not have children in school--nearly 80 percent of the population in the United States.

"Be sure to include community and business leaders along with non-parents," said a recent flyer from the National School Public Relations Association, one of the 11 co-sponsoring national organizations. "Let the job you are doing to educate tomorrow's workforce speak for itself. Encourage the community to get involved in its public schools."

Some ideas for American Education Week activities:

• hold a reunion day, inviting alumni to return to school and talk with the students. Use the occasion to launch an Alumni Hall of Fame, inviting nominations from the community at large.

• spotlight district initiatives. "Show off" some of your district's goals for the year and how you are accomplishing them.

• celebrate your history. Document your school history through videotaped interviews of alumni and senior citizens, with copies of the tapes to be presented to those interviewed.

• target the media. Invite members of the news media to talk with students about their work and cover the issues of the day--an use cable and/or TV programming where possible.

Families can control TV

"You can be in control," a new book advises families who are concerned about television's role in their lives. Published by the National Parent Teacher Association and the National Cable Television Association and Cable in the Classroom, Taking Charge of Your TV: A Guide to Critical Viewing for Parents and Children, is filled with good ideas. It suggests that TV watching be a family event and a springboard for other learning experiences. "Three groups have an effect on program content and TV violence--the government, the media industry and viewers," says the guide.

For a free copy or for information on training sessions for local PTA members and cable company representatives who want to present workshops on the topic, contact Jay Galvan, Director of Public Affairs, NCTA, 1724 Massachusetts Ave., NW, Washington, DC 20036, phone 202/775-3629, fax 202/775-1055.

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Record attendance expected at Technology + Learning Conference

Public education's premier conference on technology, now in its ninth year, will draw some 3,000 educators and administrators to the INFORUM in Atlanta, October 25-27. It is sponsored by the National School Boards Association's Institute for the Transfer of Technology to Education (ITTE) and 23 other leading education organizations.

The three-day Technology + Learning Conference will give school leaders the information and insights they need to start the future in their schools today.

"This conference is an invitation to innovation for school decision-makers," says ITTE Director Cheryl Williams. "It's a chance to get hands-on experience in using technology to power school restructuring, strengthen curriculum, and promote communication and collaboration."

Among the speakers at this year's general sessions will be world-famous writer Ray Bradbury, a product of Illinois schools. Bradbury is best known for writing unforgettable fiction such as Fahrenheit 451, and screenplay adaptations of time-honored classics such Moby Dick (1956).

Another general session speaker is Jennifer James, cultural anthropologist, lecturer, writer and commentator, whose message for technology planners will give them new insight into managing the dynamics of change.

Organizers call it the year's most intensive in-service experience on educational technology, and it is all happening October 25-27 at the INFORUM in Atlanta. For more information call 800/950-6722.

Interpersonal communication program set A November 10 workshop to be offered by the Illinois chapter of the National School Public Relations Association (INSPRA) will focus on "interpersonal communication and interpersonal relationships." The program will be devoted to a hands-on, intensive session designed to enable attendees to identify their own personal behavior styles.

"This eye-opening analysis will help to increase your effectiveness in virtually any "people" situation, including relationships with staff, board members, community groups, and detractors," sponsors said. Research shows that interpersonal communication and interpersonal relationships determine the success of an individual and the effectiveness of any institution.

Anna Weselak, an expert in the development of programs to meet the needs of businesses, organization, and non-profit entities, will present the workshop. Weselak is particularly interested in behavioral style identification, team building, time management, diversity, leadership, attitudes, goal setting, and staff development.

For more information contact Julie Armantrout, INSPRA President, at 708/469-9107.

Workshop on referendum campaigns planned Tax caps, protest groups, and an aging population: these and other factors make passing a referendum increasingly difficult, if not impossible. That's why an extraordinary Tips and Tactics program has been organized to deal with the political realities of passing a referendum in today's negative climate.

The workshop, called "Passing a referendum: How to play hard ball politics," will be offered October 13 by the Illinois chapter of the National School Public Relations Association (INSPRA).

Topics covered will include campaign management, fundraising, issue development, media relations, how to get the message out, and "yes voter" identification. The workshop presenter will be David Sullivan, a key player in the success of some of Illinois' most hotly contested, and important, political campaigns, ranging from the presidential level to local referenda.

For more information contact Julie Armantrout, INSPRA President, at 708/469-9107.

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Family size impacts grades

The bigger the family, the lower the grades, says a study by a researcher at the Ohio State University.

"Parents only have so much time and money, and the more children they have, the lower their grades are in school," said Douglas Downey, assistant sociology professor. Downey said these results are the same regardless of the parents' education levels, income, and race, as well as whether the children are all girls, all boys, or a mixture. Downey studied data from the U.S. Education Department on 24,599 eighth graders in 1,500 schools. He found that as the family size increases, parents talk less to each child about school, have lower expectations for education, save less for college, and stockpile fewer educational materials. The findings will be published in the October edition of the American Sociological Review.

Public supports local schools but dreads rising violence, crime The 27th annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools finds a public that continues to award local public schools passing grades but is troubled by increases in youth crime and violence.

The poll also indicates the public is impatient for the higher academic achievement promised by the standards movement, and is unsure about current trends toward "inclusion" of special education students.

Most Americans are solidly supportive of some form of prayer in the schools, the poll finds, however only 24 percent favor allowing organized spoken prayer. Fully 81 percent of poll respondents agreed, however, that if spoken prayers were allowed in the local public schools, the prayers should "reflect all major religions, including Christianity." In contrast, just 13 percent agreed that such prayers "should be basically Christian, reflecting Christian beliefs and values."

As has been the case for more than 20 years, about four in 10 Americans (41 percent) give the public schools in their communities a grade of A or B. More than three-fourths (78 percent) give local schools at least a C grade. As usual, the closer respondents are to the schools in question, the higher they grade them.

While only one in five respondents (20 percent) gives the schools nationally a grade of A or B, roughly two-thirds (65 percent) of parents award a grade of A or B to the school attended by their oldest child.

Poll designers this year decided to explore why most people rate local schools higher than schools in the nation as a whole. People who rated the nation's schools lower than the local schools were given a list of 11 conceivable reasons for doing so. The reason most often chosen (by 79 percent) was: "the local schools place more emphasis on academic achievement."

Other rationales commonly chosen were that the local schools have "better discipline and less crime and violence" and that they "have fewer racial incidents." Both of these answers were cited by 74 percent of those who rated schools more highly than the nation's schools.

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