SUMMARY OBSERVATIONS

ON THE STATE OF

TEXAS PUBLIC EDUCATION REFORMS

My observations will be organized in two parts, starting with the findings of this conference as to the current performance of public education in Texas and why it has not significantly improved. Then I shall set forth recommendations based upon addressing the root problems which were identified by our experts and must be resolved if real progress in fundamental reform of the education system necessary is to be attained.

So what have we learned from our speakers?

First. The reported progress of public education reform in Texas toward the goal of equal opportunity for a quality education for all children is little more than a mirage, particularly for minority students.

The "Texas Miracle" as measured by TAAS testing is seriously overstated as witnessed by every independent measure of performance presented by our diverse experts - whether measured by Iowa’s Test of Basic Skills (ITBS), SAT9, SAT, ACT, TASP or even NAEPS test performance, as well as by longitudinal attrition rates and dropout rates. NAEPS tests show modest improvement at minimum standards, but do not confirm closing of the "equity gap" as reported by Paul Clopton and supported by Walter Haney’s findings. The need for remedial education for 90% of Texas graduates attending community colleges, and 66% of students attending state universities confirms these findings. Estimates of social promotion on the order of 30% further attest to unresolved problems at all grade levels.

Paul Clopton showed us that in math our minority kids lag behind white kids, Texans lag the U.S., and the U.S. lags the world. His findings reveal that our current math TEKS do not specify curricula adequate to prepare students for algebra or success in advanced mathematics. That is an ominous portent for their opportunities to be competitive in the age of technology. Donna Garner’s critique of English language arts and reading standards is confirmed by Omar Lopez’s findings that neither English or social studies core course performance is predictive of college readiness, nor is advanced placement reasonably predictive for minority kids. Jeff Judson notes that IDRA has found 42% of Texas youth drop out of school, 49% of blacks and 54% of Hispanics. Only 6.3% of Hispanics reach college level proficiency. Does all of this represent "closing the equity gap"?

Second. TAAS testing and TEKS standards have not provided Texas with a reliable and comprehensive system for accountability of progress and performance of pubic education.

A number of presentations demonstrated that TAAS tests to minimum performance standards which are below grade level. Donna Garner and Paul Clopton showed that for both English language arts and reading (ELAR), and for math the TAAS purports to test to the standards of the ELAR and math TEKS (Texas Essential Knowledge and Skills) curricula. However, the "grade cluster" specifications set forth by these TEKS are too vague to provide specific test criteria, and TAAS does not test to the full range of standards for college preparation.

The reliability of the educators who oversee the TAAS tests and reporting of results at the TEA and many of the districts is worse than the TAAS test itself. Intent to deceive the public is clearly shown by misrepresenting TAAS standards, excessive TAAS exemptions, teaching to the TAAS, and even tampering with results.

Third. The "progressive" education methods advocated as "best practice" by Texas (as well as national) educators are demonstrably inferior to traditional methodology in educating all children, and particularly minorities.

"Best practice" among current educators calls for "learner centered" methods with the teacher as the facilitator of higher order thinking, self-esteem and group project learning; the teaching of specific knowledge and structured analysis are spurned, as "rote". No speaker questions that the teaching and learning process should be one of encouragement and nurturing. The question is how does experience show this is best accomplished?

John Stone cites numerous examples of badly flawed "best practice": "whole language" for teaching reading as a failed experiment; "reformed math" (often called "fuzzy math") repudiated by 200 distinguished scientists and mathematicians; and misperceived cause and effect of artificially boosting kids’ "self esteem" - among many examples of badly flawed "best practice". Parents, he asserts, want their children to acquire a prescribed body of knowledge and skills, and that schools be accountable for student achievement as measured by standardized tests, exactly as William Bennett has found. When progressive education policies and programs have failed, no one has been held accountable - no one has been blamed, much less fired.

Norris and Berriozabal confirm Stone’s emphasis on the vital role of basic knowledge and skills to educational progress - particularly for minorities. Veronica Norris observes that when minority schools in Los Angeles schools emphasize:

then, these schools outperform other L. A. schools.

Dr. Berriozabal summarizes the finding of two comprehensive studies by the U.S. Department of Education regarding progressive education. First, "Project Follow Through" showed that de-emphasis of traditional academic content and diminished direct instruction from teachers resulting from "best practice" cause lower standardized test scores for all students, and lowers the scores of disadvantaged students the most. Then, "Answers in the Tool Box" found that enrollment in the most academically intense high school courses results in the lowest socio-economic groups earning bachelor degrees at a higher rate than a majority of top socio-economic students.

The "Texas Scholars Requirements" that TBEC has endorsed, which John Stevens presents, are a step in the right direction toward what should be a continuing upgrade of content in college preparatory curricula.

Does "best practice" dogma serve anyone besides the education fraternity in rejecting the proven value of high academic content instruction in favor of academic fads? The record shows most students suffer rather than progress under "best practice".

Fourth. On average, Texas teachers are not sufficiently well educated in core subjects to effectively instruct our children, particularly at the secondary level; even at the primary level, core competency of teachers is weak.

It is a well-publicized fact that a substantial portion of core courses in high school are being taught by teachers lacking certified competency in the subject matter as a result of the current teacher shortage. This has resulted in the widespread adoption of alternative certification as described by both Susan Sclafani of the Houston ISD and Robert Stockwell. They observed that the problem of teacher qualifications and the real promise of alternative certification as a remedy require greater utilization than merely serving to relieve temporary shortages.

Richard Powell describes the findings of New Jersey, where the "alternate route" emerged from a reform process rather than teacher shortages. Liberal arts, science and math majors are now given an abbreviated on-the-job 200 clock hours of teaching methods instruction, plus first year mentoring as a standard alternative certification. The traditional route was also reformed by reducing the number of education courses found superfluous and identifying a core body of applied knowledge to which every teacher should be exposed. New Jersey’s alternative certification teachers have out performed the average education college certified teachers in core courses.

If Texas schools are to once again return to emphasis upon rigorous instruction in core knowledge and skills, it can only be accomplished by better-educated teachers. This has been the message of expert after expert to our conference.

Fifth. The educators who direct Texas public education have not demonstrated the business and professional skills, nor the academic qualifications and standards necessary to efficient and effective oversight of the system.

Unproven fads of the "progressive" education agenda have been relentlessly promoted by Texas educators in the face of the preponderant evidence of the superior performance of traditional instruction in knowledge and skills. It is apparent that ideology is given priority over educational achievement of Texas youth, particularly minorities. This agenda includes watered-down teacher education, ineffective teaching techniques and knowledge deficient curricula, as attested to by our experts. The lack of demonstrated effectiveness of these techniques prior to widespread adoption is at odds with professional research standards, and is tantamount to clandestine use of school children as "educational guinea pigs".

Houston Independent School District’s Robert Stockwell describes how decentralization has set the goal of 80% of funding to be campus based. That is the only way to make possible a rise from 50% of education dollars reaching the classroom to the 60 % that was the norm 25 years ago in Texas, and still well below the 67% achieved by the New Zealand reforms described by Maurice McTigue. We do not need 9 non-teaching employees for every 10 teachers as currently exist in the average school district, but we do need more instruction supervision from support staff. When the curricula specialists, counselors and other innovations are converted to or replaced by mentors and remedial instructors, both efficiency and effectiveness will be better served.

Houston Independent School District has been transforming from a major problem district to a rapidly progressing model. They are really serious about education reform. Businessmen have joined in assisting this reform process, a huge undertaking. We wish them well.

The involvement of businessmen in real reform is a refreshing change. For decades nationwide businessmen have been gullible "shills" who have endorsed the "progressive" reforms which have worsened rather than reformed public education. Texas businessmen have been no exception.

As recommended by Harrison Keller, teachers and principals should receive incentive pay for superior performance. But no businessman would propose to pay teachers base salaries on a seniority schedule, as is current practice, instead of differentials based upon the market value of skills and knowledge and performance. And "treatment by administrators" should not be a principle cause of teacher morale problem as found by Dr. Pisciotta’s survey. Interestingly enough, his study does not find teacher compensation to be a sizeable morale problem. The largest morale problem cited by his study, discipline, is best remedied by teacher directed classrooms and no-nonsense attention to learning according to our expert speakers.

Sixth. The attempt of educators and their political apologists to secure an appointed State Board of Education and to limit local school boards from participating in oversight of curricula, instruction and textbook policy should be firmly rebuked by Texans. This would only insure that flawed educators and their hallowed "best practice" are to be placed beyond question. For all the preceding reasons this latest power play is in direct opposition to the best interests of Texas children and their education; given the state of public education we need to encourage, not muzzle, constructive dissent.

The arrogance of professional educators often denies participation in the education debate by persons who often are far better educated and more knowledgeable of how the education process relates to the real world than the educators themselves. Such attitudes of ideological certainty have also resulted in virtual censorship of dissent within the public education system, often enforced by sacrifice of professional standing and ostracism for any educators who tell it like it is, and, criticize or challenge the system. This conference originated as a result of repeated contacts from within the educational establishments who were being suppressed from openly questioning the prevailing wisdom.

Most important, the blatant misinforming of the public on education performance clearly evidenced by IDRA dropout rates and TAAS scores compared to all other performance measures presents an intolerable abuse of public trust. Showing decreasing dropout rates while they are actually rising is clearly fraudulent.

Finally, as IDRA data demonstrates it is important to note that not a single one of our experts sought any additional funding as being necessary to remedy our educational problems.

What, then, are the improvements necessary to enable real sustained progress in achievement of Texas public education?

First. Texas should return to traditional teacher directed concentration upon basic knowledge and skills and an ordered progression to college preparedness.

The revised curricula should provide specific grade-by-grade standards for the core subjects: English language arts and reading, foreign language, history, mathematics and science, both for regular and advanced college preparation.

Mathematics curricula should specify mastery of addition, subtraction, multiplication and division; calculation and problem solving; and structured progression through a core of pre-calculus for college preparedness. Science at high school level should be mathematical-analysis based.

Phonetics should be the basis for instruction until reading competence is achieved. Spelling, grammar, and syntax should be supplemented by writing and concentration upon Great Books.

As citizens of the world’s most successful nation, most Texans want social studies to teach their children Texas and American cultural heritage, institutions and citizenship first and foremost, and only then introduce them to "multiculturalism".

The grade levels of learning standards must prepare Texas children to fully meet competitive standards of other industrialized nations.

Second. The TAAS testing, as the basis for accountability should be replaced with a two-test system comprised of a criterion based test, and a norm referenced test.

The criterion-based test should measure level of achievement compared to the full range of knowledge and skill specified by the TEKS curricula. The TEKS should set forth grade-by- grade the specific skills and knowledge necessary for progression to college preparatory attainment. The results of this test should be used to evaluate and remediate progress of students, teachers and schools.

The norm-referenced test should be a nationally respected test, preferably the Iowa Test of Basic Skills, that gives an honest comparison of how Texas educational achievement, plus campus and student achievement compare to national and world norms. The SAT9 should also be given to double-check progress of each student toward preparation for successful completion of high school and subsequent success at the college level.

Norm-referenced testing should be annual, given on varying dates with minimum notice, and conducted under secure conditions. Tests and testing should be conducted by an independent contractor reporting to the elected State Board of Education to insure reliability and independence from the education system. Tampering with or otherwise misrepresenting results (or any other performance measures) should be grounds for dismissal and legal action. Criterion based testing should officially be measured annually, but testing throughout the year should guide evaluation of student and classroom progress.

Third. Qualifications of teachers must be raised to the level of teaching necessary to the goal of preparing all students for college readiness by upgrading teacher education curricula and alternative certification.

The state teacher colleges must reform curricula to provide for less redundant education courses, and more concentration upon solid core curricula of English language arts and reading, history, math and science for preparation of elementary teachers. Secondary level teachers should be required to take a major in one of these core competencies.

Liberal arts, science or mathematics majors who pass a competency test and who have taken, or agree to take, abbreviated instruction and mentored practice teaching while on the job to be completed within one year, shall be considered equally well qualified and desirable as alternatives for hire as teachers. Teacher certification of regular and alternative qualifications should also be returned to the supervision of the elected State Board of Education.

Fourth. The inbred reform resistance of the education establishment should itself be reformed by active recruitment of successful business executives for oversight, and esteemed college professors to develop curricula standards for knowledge and skills.

The continuing failure of the education bureaucracy to focus upon and fulfill the goals of Texas public education requires recruitment of "new blood". The provision of equal opportunity for college preparedness for all Texas youth is an attainable goal that must be attained. Executives who are proven in competence at setting, meeting and beating goals and managing by objectives will prove vital to reform.

Education is not a secret process known only to the "priesthood". Its basics are better understood by most educated individuals than they are understood by most educators.

Texas schools need properly qualified and properly incentivized teachers and staff prepared for the diligent and efficient preparation of our students class by class, day by day, and year by year for success in college and life. They need oversight and direction from good management to accomplish this.

There should be no further tolerance for well-intended but untested fads interfering with the education of Texas children. The experts required to define curricula standards for progression of knowledge and skills, reading lists, laboratories, computer skills and the like should be overseen by the best academic experts from each subject area that can be recruited from the relevant core knowledge departments of the Texas universities. They are the individuals who can best outline the requirements for college level performance that will meet the needs of the information age.

As Manuel Berriozabal describes, successful interventions by universities such as TX Prep should be "cloned" around the state to help secondary education in college preparation, particularly focusing upon minorities.

The cynical politicization of education that supercedes the pursuit of excellence for all Texas children must cease. Realistic, time-tested objectives must replace utopian but unproven social engineering in order to meet our goals. A state of denial for a failing system must be remedied, and "good news" designed to mask unpleasant reality cannot continue to be tolerated.

The public education system should be decentralized to the extent possible, and parents and citizens should be continuously consulted as experts on what they want their children to learn - not treated as ignorant nuisances. Elective school boards should be reinforced in their right to know and control how our children are being educated.

Should Texans someday be freed to allow parents child centered funding for real choice of where and how their children are educated, as Allan Parker prescribes, the American genius for individual and community responsibility, and progress driven by competition will perfect decentralization and these reforms. However, Texans treasure their public schools, which will still continue to educate most of our children with or without choice, as New Zealand choice demonstrated, so the reforms proposed will still be necessary and effective.

Given these real reforms we can and shall achieve the goal of quality public education for all Texas children.

In the United States we have been "reforming" public education all my adult life - ever since Sputnik. But the so-called reforms-in-composite to date, if anything, have worsened the problem.

Clearly the inability of public education to reform itself is systemic. Government in general, and education in particular, are amongst the few industries that have not been "restructured" - for improvement in quality, cost efficiency and effectiveness. This requires new management, new ideas and tough decisions.

We can no longer tolerate a timid and drawn-out process of applying more band-aids. The future of the children of Texas and their ability to compete and prosper in the age of information is vitally dependent upon quality education - NOW. We cannot allow yet another generation of young Texans to be poorly prepared to compete for jobs and prosperity in an even more challenging world of information and technology.

Bold steps to reform public education are required now - not mañana. Neither bureaucrats nor politicians should be allowed to placate us while they enjoy business as usual. The agenda proposed sets forth the objectives necessary to achieve this goal. Let’s get on with the program.