June 2009 Archives

State Superintendent of Public Instruction Jack O'Connell today drew attention to the increased number of school districts that may not be able to meet their future financial obligations without drastically reducing spending due to the state budget crisis.

"Billions of dollars of state budget cuts to education have left local school districts with deficits that local school boards and administrators are attempting to address," said O'Connell. "The decisions they have been forced to make are heartbreaking: increasing class size, laying off teachers and classified staff; eliminating summer school, canceling arts, music, and sports. These are choices no educator in California wants to make. But the alternative is bankruptcy and entering state receivership. "

California has an early warning system designed to alert districts in danger of failing to meet their financial obligations. Interim financial reports on the fiscal health of school districts and county offices of education are prepared semi-annually.

The certifications are classified as positive, qualified, or negative. A positive certification is assigned when the district will meet its financial obligations for the current and two subsequent fiscal years. A qualified certification is assigned when the district may not meet its financial obligations for the current or two subsequent fiscal years. A negative certification is assigned when a district will be unable to meet its financial obligations for the remainder of the current year or for the subsequent fiscal year.

"Because of the sharp downturn in our economy and deep cuts to education, we have seen a dramatic increase in the number of districts that are on the negative or qualified certification list," explained O'Connell. "Unfortunately, the cuts to public education that are part of the state budget are likely to result in even more districts being added to this list."

Just two years ago, there were five districts on the negative certification list and 19 on the qualified list. Today, there are 19 districts on the negative certification list and 89 districts in California with a qualified certification status.

The national and state economic crisis has led to a gaping $24.3 billion deficit in California's state budget. This has led to the Governor and the Legislature proposing to cut K-12 public education by $5.5 billion. Last week the Legislature also approved a plan to defer millions more in payments that are due to schools in the coming year. These cuts and deferrals are in addition to the nearly $12 billion in cuts to public education that were already approved in the budget deal struck this past February.

O'Connell renewed his call to give local educators the ability to try to raise funds for schools locally by urging the Governor and Legislature to approve SCA 6 by Senator Joe Simitian (D-Palo Alto). This measure would allow voters to elect to lower the approval threshold for parcel taxes to 55 percent, as they currently are for local school bond elections.

"The time has never been more right than now to take a long, hard look at the way we fund education because our system is broken and because our children deserve better than this," said O'Connell.

For the list of districts, please visit the CDE Web site at http://www.cde.ca.gov/fg/fi/ir/second0809.asp

 State Superintendent of Public Instruction Jack O'Connell today announced economically disadvantaged children may receive free meals during the traditional summer recess. Nearly 2,900 locations throughout California offer the Summer Food Service and the Seamless Summer Feeding Option programs.

"I am deeply saddened to see so many families suffering through yet another year of devastating education budget cuts, service cuts, and job and home losses," said O'Connell. "However, I am pleased that we are still able to help some families stretch their food dollars by providing free and nutritious meals for certain kids and adults. The summer nutrition program provides vital aid to students who would otherwise go hungry, and helps them to return to school in the fall ready to learn."

During the school year, economically disadvantaged children in California are eligible to receive at least one nutritious meal a day while at school. But when school is out during the long summer recess, many of these children won't have access to well-balanced and nutritious meals that are important to their growth and development. When children do not receive proper nutrition, they are more likely to become ill and are not able to concentrate or perform well when they are in school. Providing children with nutritious meals when school is not is session helps them to return to school ready to learn and succeed.

In 2007-08, 50.9 percent of California's public K-12 population, or 3,118,053 students, were enrolled in the state's free and reduced-priced meal programs. During that same time period, California served a record 770.6 million meals during the school year, which were 28 million more meals than the year before - a 4.5 percent increase. Historically, the state has experienced a 1 percent increase per year. More children are expected to enroll as California's economic crisis continues. Despite this dramatic rise in the need for school lunches, only 541,000 low-income children ate a federally funded summer meal last July.

"We have our work cut out for us," added O'Connell. "California's summer meal programs in 2008 served less than 25 percent of the children eating a free or reduced priced school lunch during the school year -- making California 47th among the 50 states in the proportion of eligible children served. It's critical that communities work together to ensure access to these important meals and snacks this summer because so many districts have been forced to cancel their summer sessions, which often provide meals to hungry students as well as other children in the community.

"At a time when communities are competing for federal stimulus funds, the Summer Food Service program offers California a win-win situation. If California's summer meal programs reach 100 percent of the low-income children who consumed a free or reduced-priced school lunch in 2008, an additional $181 million in federal reimbursement would come into those programs and boost California's local economy. And we do not need to compete or apply for these funds."

 Children 18 years and younger in low-income areas may receive free meals through the Summer Food Service and the Seamless Summer Feeding Option programs. Both are federally funded programs administered through the California Department of Education. The programs operate when school is not in session for 15 days or more. The summer meal sites must serve meals that include milk, fruits, vegetables or juice; grain products; and meat or a meat alternate. The program allows sites to serve each day: two meals; a meal and a snack; or if at a camp, three meals a day.

Link on the county of your choice to find a program.

visit http://www.cde.ca.gov/ds/sh/sn/summersites09.asp.

Sacramento-- Assemblyman Curt Hagman (R- Chino Hills) is pleased to announce the passage of AB 35XXX through the Assembly Floor today. The bill saves taxpayer dollars while minimizing the impact in the summer-break of the kids and parents who are being punished for the District's mistake.

The Chino Valley Unified School District minimized educational minutes at 2 schools by a few minutes each day. The bill must still pass the State Senate.

Assembly Bill 35XXX would declare Chino Valley Unified School District to have completed 180 days of instruction in the 2008-09 school year for the purposes of computing any instructional time penalty associated with the Longer Year Incentive program, as long as the district follows a list of requirements. 

"I am very pleased to see member of both parties join together for such a common sense piece of legislation.  These kids should be out of school by now but because of an administrative mistake, they're being forced to attend as many as seven weeks of extra school.  I am hopeful that this bill will pass out of the Senate in time to give these kids a much deserved summer vacation" said Assemblyman Hagman.

Pomona Unified School District announces the sponsorship again this year of the Summer Food Service Program.  Free lunch will be available to all community children under 19 years of age. 

Children do not have to be enrolled in any summer school program to be eligible to receive a free lunch.

Lunch will be available Mon. - Fri., June 23 - July 30 from 10:30a.m.-12:45p.m.

Ganesha High               Pomona High

1151 Fairplex Dr.         475 Bangor

Pomona                        Pomona

Garey High                   Village Academy High School

321 W. Lexington         1444 E. Holt Ave.

Pomona                        Pomona

Garey Village                           

2350 South Garey Ave.

Building "C"

.

Fremont Middle School                       

725 W. Franklin Ave.

Pomona

Lunches will also be available at various other community sites.  More information is available on the PUSD website at www.pusd.org., and from Daryl Hickey, Assoc. Dir., Food and Nutrition Services, 909-397-4711, ext. 3950.

The Assembly Education Committee voted to approve Senate Bill 680, a measure to extend the School District of Choice program, allowing parents to transfer their children to school districts outside of their own. Senator Bob Huff (R - Diamond Bar) and Senator Gloria Romero (D - East Los Angeles) have jointly authored the bill. 

"For 16 years, the District of Choice program has opened new doors to countless students across the state and fostered excellence in our schools," said Senator Huff addressing the committee. "Whether it is for academic opportunities, safety concerns or even proximity to a school, District of Choice empowers parents to make the best decision for their children rather than school administrators." 

The program currently serves students all across the state, however those children are in jeopardy of being forced out of their schools and returning to their resident school districts if SB 680 is not ultimately approved by the Legislature and signed by the Governor by July 1^st, 2009.

"We demand choice in everything we do, from buying a car to our doctor to the clothes we wear, said Huff.  "When it comes to something like a quality public education, denying parents that kind of choice would be a moral failure." 

Current law also limits the number of schools who may participate in the District of Choice program.  SB 680 will eliminate that restriction and allow any school district in the state to participate. 

SB 680 now moves to the Assembly Appropriations Committee. 

 State Superintendent of Public Instruction Jack O'Connell today issued a statement commending Governor Schwarzenegger's stated intention to veto any budget agreement that would eliminate the California High School Exit Exam (CAHSEE) as a condition of graduation:

"Governor Schwarzenegger has been a committed advocate for high expectations for all students in California. I applaud him for pledging to oppose any budget plan that would to do away with the CAHSEE as a condition of graduation for our students. The exit exam requirement is a cornerstone of our high school accountability reforms, and I share the Governor's view that its elimination would be a massive step backward for our K-12 public education system. We cannot allow this budget crisis to become an excuse to skirt our responsibility to ensure that all students graduate with at least the minimum level of skills that will help them to survive in the increasingly competitive global economy. I will continue to work with the Governor and the Legislature to reach a budget resolution that protects education and maintains our commitment to improving student achievement and closing the achievement gap." 

Today, SB 680, which would allow parents to send their child to whatever public school they choose that is participating in the District of Choice (DOC) program, passed the Assembly Education Committee on a bipartisan 6-1vote.  The bill is co-authored by Democratic Senator Romero (D-East Los Angeles) and Republican Senator Huff (R-Glendora).  Chairwoman Brownley and Assemblymembers Eng, Torlakson, and Carter abstained from voting.

Without extending this program in law due to the existing sunset, a student who has transferred to a school in a district other than the school district of their residence would be forced to return to the their original district of residence effective July 1, 2009. TheDOC program is the only one in current law that provides parents an option to enroll their child in a school of their choice.

"Today, we made a huge step forward to end zip code education which is nothing more than educational redlining," said Senator Gloria Romero (D-24) and Chair of the Senate Committee on Education.  "Parents can choose where their child worships, where their family shops and they must be allowed to choose where their child will receive the best public education to meet their academic needs."

Currently the DOC program, also referred to as a cross-district or open enrollment option, is due to end after 16 years of successful existence and four program renewals.  SB 680 removes the existing cap on participating districts and would make the program permanent.  The program gives parents the choice to decide which public school is best for their children's academic needs without first seeking permission from their district of residence, as required under the usual inter-district transfer agreements.  The bill would also extend the program to any of the more than 1,000 California public school districts that elect to serve as a DOC. 

The bill recognizes the negative effects of redlining and seeks to end a practice that holds children hostage by a zip code or the area they happen to live.  This is often the case when students, especially poor and minority children, are assigned to a persistently low-performing school in their neighborhood.  Most students who participate in the DOC program transfer from a low-performing school to DOC schools with an Academic Performance Index of 100, 200 and even 300 points higher than their former school.

"The Districts of Choice program helps thousands of parents and students across the state to choose a school that better meets their needs," said Senator Huff (R-29). "With the student population declining statewide, Districts of Choice has become a tool that rewards schools doing a great job, and motivates other schools to do a better job with our limited education dollars."

"At the end of the day, this legislation is really about providing equal opportunities in education for all California students," said Romero.  "Parents, not zip codes, should decide if a school is providing those opportunities for their child."

SB 680 next will be heard in the Assembly Appropriations Committee.      

Assemblyman Curt Hagman (R- Chino Hills) is pleased to announce the unanimous passage of AB 35XXX through the Assembly Education Committee today.

Assembly Bill 35XXX would deem Chino Valley Unified School District to have completed 180 days of instruction in the 2008-09 school year for the purposes of computing any instructional time penalty associated with the Longer Year Incentive program, as long as the district follows a list of requirements. 

"This is a common sense bill, so I'm very pleased that it will continue to move through the legislative process, but it needs to move quickly.  The District made a mistake and has taken steps to correct it.  AB35XXX saves taxpayer dollars while minimizing the impact to children and parents who are being punished for the District's mistake." said Assemblyman Hagman.

State Superintendent of Public Instruction Jack O'Connell issued the following statement in reaction to the Legislative Budget Conference Committee's vote today to eliminate the California High School Exit Exam as a condition of graduation.

           "The budget conference committee's decision today is a huge setback for California students. The implementation of the California High School Exit Exam is the greatest high school reform effort we have made in a generation. The argument that our expectations should be lowered because of budget cuts to public education heaps insult on injury to students and teachers who are being impacted by the budget crisis. I guarantee that businesses in our state and around the world are not lowering expectations for their employees. This exam helps focus attention and resources on students who are struggling. We will do a grave injustice to our students if we do not ensure that they have the minimal skills needed to survive in the increasingly competitive global economy.                  

           "The committee's decision will lead to minimal savings, because the majority of students pass the Exit Exam on the first administration, which under this proposal, will stay in place. I continue to call on the Legislature and the Governor to find a budget solution that protects students. The decision to eliminate the Exit Exam as a condition of graduation does the opposite. I strongly urge the members of the Budget Conference Committee to revisit this ill conceived decision."

State Superintendent of Public Instruction Jack O'Connell today announced $880 million in State Fiscal Stabilization Fund (SFSF) entitlements for more than 1,500 local education agencies to restore current year cuts made in February to categorical program funding. The funding entitlements are posted online at http://www.cde.ca.gov/ar/sf/.

 "These federal funds are crucially needed to help schools keep teachers employed and vital education programs in place," O'Connell said. "The budget crisis in our state has already resulted in $11.6 billion being slashed from public education. These one-time federal funds will help our schools make up for the cuts made in February to the current fiscal year. 

"I am grateful to the Obama Administration and U.S. Secretary of Education Arne Duncan for moving quickly to provide this needed funding. Even with this support, our schools will struggle to maintain efforts targeted at improving student achievement and closing the achievement gap. If we want to see the progress made over the last decade continue, we must not pull the rug out from under our public education system by making additional budget cuts. I urge the Governor and the Legislature to find a budget solution that protects California's students."

The $880 million in entitlement restoration for categoricals announced today completes the first phase of SFSF that included the restoration of funding cuts also made in February to revenue limits. A revenue limit is a combination of local property taxes and state taxes a local educational agency receives per student to use for general purposes. Each California school district has its own revenue limit based on the type of school and historical spending patterns, among other variables. A categorical is a program whose funds are dedicated for a specific purpose, such as class size reduction. The categorical entitlements had to be calculated for each local education agency.

The remainder of SFSF funding is expected later this year. The funding is contingent upon the state's submission of a plan to make progress in the four core education reform areas: (1) college- and career-ready standards and high quality assessments, (2) pre-K to higher education data systems, (3) teacher effectiveness and equitable distribution of effective teachers, and (4) intensive support for the lowest performing schools.

SFSF is part of the American Recovery and Reinvestment Act (ARRA) of 2009 signed into law by President Barack Obama.SFSF is intended to save and create jobs and advance education reform. SFSF may be used for any activity authorized by the following federal statutes: Elementary and Secondary Education Act (ESEA), Adult Education and Family Literacy Act, Perkins Career & Technical Education or Individuals with Disabilities Education Act (IDEA). For more information on SFSF and ARRA, please visit http://www.cde.ca.gov/ar/.

 State Superintendent of Public Instruction Jack O'Connell today unveiled the final report of the Interstate Compact on Educational Opportunity for
Military Children Task Force. The report offers recommendations to remove barriers to the educational success of children of military families because of the frequent moves and deployment of an active duty military parent.

"Military families make many sacrifices on behalf of our country's safety and security," O'Connell said. "Children of men and women in the service often shoulder an extra burden of trying to complete their education while transferring from one state to another. These students often don't get academic credit for the school work they performed or have trouble getting their student transcripts. We can help these students overcome some of these challenges by adopting the suggestions in the Military Children Task Force's report."

The report entitled, Compact on Educational Opportunity for Military Children, is the culmination of a series of meetings of the Military Children Task Force. The Task Force is comprised of 15 members, including lawmakers, military, educators, and other government representatives. The goal of the Task Force was to identify issues and offer solutions.

The Task Force identified numerous challenges, such as the differences in rules among states involving immunizations, the entrance ages for kindergarten and first graders, exit exams, and graduation requirements. Other report sections involved school transfers related to course and program placement, and participating in extracurricular activities, among other issues.

The Task Force offered solutions, such as easing restrictions over the release of students' records, placing students in the right courses and programs, and facilitating arrangements to ensure on-time graduation. School districts would be encouraged to use their best efforts to help students receive credit toward their diploma for prior coursework in another state's school district. The Task Force also recommends California adopt the Interstate Compact. Being a member of the Interstate Compact includes collecting fees for the cost of its operations and activities. The cost to California is expected to be $61,552, which is levied at $1 per military child per year. If the state cannot pay the fee, outside funding sources may be accepted. The Compact has now been enacted in twenty states, and eighteen more have introduced bills that would enable them to join it.

The next step in the process is for the approval of Assembly Bill 343 (D-Saldaña). The measure would authorize California to join the Interstate Compact that would then enable the state to start working with the other Compact members on the recommendations to remove barriers to the educational success of these children. AB 343 is currently in the state Senate and enjoys broad bipartisan support, as well as the support of Superintendent O'Connell.

For a copy of the report and more information on the Interstate Compact on Educational Opportunity for Military Children Task Force, please visit http://www.cde.ca.gov/ls/pf/mc/.

The following statement from Senator Gloria Romero, Chair of the Senate Committee on Education and the Senate Subcommittee on Educational Governance and Accountability, is in response to the budget conference committee proposal to eliminate the Office of the Secretary of Education:

"Given the magnitude of the budget crisis and the devastating cuts to public education, it is imperative that we consider all possible cuts to state agencies before further cuts to the classroom.  But we also must stay focused on how to achieve the structural reforms that will help all students succeed."

"The proposed change to the Office of the Secretary of Education underscores the urgency of the work of the Subcommittee on Educational Governance and Accountability, which was formed in April to consider recommended changes to the roles and functions of the Secretary of Education, Superintendent of Public Instruction, and State Board of Education.   This Subcommittee will hold a hearing in July to review governance recommendations made in 2007 by the Governor's Committee on Education Excellence and in 2002 by the Legislature's "California Master Plan for Education."

"These reports recommend comprehensive changes to give the Secretary of Education, on behalf of the Governor, primary authority over operations of the public education system, give the Superintendent of Public Instruction responsibility over all aspects of accountability for public education other than fiscal accountability, and modify the authority of the State Board of Education."

"We must act expeditiously to cut costs, but we must not confuse short-term cost-saving measures with real changes to our governance structure - changes that will make education officials truly accountable for ensuring that every child has access to a quality education."

The Chinese American Parents Association (CAPA) at Diamond Bar High School presented a generous $20,000 donation to the school today. 

Principal Denis Paul accepted the donation from CAPA members during the year-end staff meeting held in the Golden Horseshoe amphitheatre.

"This generous donation is another example of the commitment that our parents have to ensure that their students receive a high quality education especially in these difficult economic times," he said.

$15,000 will be applied to the replacement of all school library computers; $5,000 will contribute to the Chinese language learning at school.

The donation is the result of fundraising by the parent organization during the 2008-09 school year.

CAPA members worked around the clock selling scrip, organizing a membership drive and hosting parenting and college seminars that are sponsored by local businesses, said 2008-09 CAPA President Nelson Huang.

"Our goal is to ensure the quality of our children's education," Huang said.  The 600-member parent group also provides donations and support at major school events. 

"During the economic downturn, parents need to work even harder and be innovative in finding resources and opportunities for our school," he added.

As elected officials and educators increasingly call for more academic "rigor" in classrooms, the Hechinger Institute on Education and the Media releases the first report of its kind on the meaning of rigor for American students, teachers and schools

NEW YORK - President Barack Obama, Education Secretary Arne Duncan and dozens of governors insist that American schools need greater academic rigor for the U.S. to regain its global edge. But even the most ardent advocates of this concept don't always agree on what it means. That's why the Hechinger Institute on Education and the Media is releasing a groundbreaking and comprehensive report - intended to guide journalists and policymakers - that explores the intellectual and political roots of this concept and how it plays out in classrooms across the country.

"Rigor can be a feel-good buzz word that has no meaning academically," said Richard Lee Colvin, director of the Institute. "Or, it can stand for academic integrity, student engagement and terrific teaching. This publication will help journalists and policymakers know the difference and be able to explain it to their news audiences and constituents."

The publication, which was supported by the Bill & Melinda Gates Foundation, includes a piece on rigor in Europe and Asia, definitions of "academic rigor" from educational leaders as well as Governors Tim Pawlenty (R-MN) and Jennifer Granholm (D-MI), and an interview with two cognitive scientists who detail how the brain responds to rigorous lessons.

Cognitive scientist Julie Fiez explains the advantages of rigorous learning, but also how the brain occasionally needs a break:

"Generally speaking, 'demanding' is good because it recruits the high-level frontal areas that we most associate with intelligence, creative problem-solving, executive control, deep reflection and so forth. The questions of when and how you want students to do hard things depend upon your ultimate goals. For instance, calculating matrices by hand might give students a different concrete understanding of mathematical knowledge and principles than what they would get from using a calculator. This in turn might be very important for ensuring their use of this knowledge is grounded in a deep understanding of the numbers and their transformations, not just how to program a calculator or computer to spit out a solution. Going 'full throttle' at all times is not necessarily desirable: There are benefits to building fluency by repeated practice. Students may lose their motivation to learn if they are always experiencing failure. There are also time limits on our ability to sustain high degrees of cognitive effort without taking a break."

The 28-page report also features a look at rigor in vocational education, as well as the perspectives of acclaimed high school English teacher Phil Holmes and the Los Angeles Times reporter who wrote about his rigorous lessons. Holmes says, "When a high school principal brags that his school offers a rigorous education, a journalist should ask what public evidence supports his claim. What is his school's median verbal score on the state test? Don't let the principal get away with answering the question with a complaint that the exams do not tell the whole story. Tell him that if he cannot point to steady improvement in his school's median verbal score over three or four years, nobody will believe his claim that his school offers 'a rigorous education.'"

The long-standing debate over whether knowledge or skills is more important also is addressed in the report. Former high school teacher Justin Snider, in an article about curricular rigor in the Advanced Placement and International Baccalaureate programs, writes: "the 'content vs. critical thinking' debate is a false dichotomy. The two sides should be seen as complementary, not mutually exclusive. And the debate is largely irrelevant in most high school classes, which offer a thin intellectual gruel that neither asks students to learn much content nor to think about what they do learn."

Education reporters will be able to further explore issues related to academic rigor by consulting a list of relevant reports, contact information for experts, story ideas and suggested questions to ask that are included in the publication.

Individual copies of the report can be requested from the Institute by sending an email to hechinger@tc.edu. The entire report can also be downloaded from the Institute's web site at www.tc.columbia.edu/hechinger.

The Hechinger Institute on Education and the Media, named for former New York Times education editor Fred Hechinger, is part of Teachers College, Columbia University. Its mission is to inform the public about education through quality journalism.

Other Views on Rigor Included in the Report

Tim Pawlenty, Governor of Minnesota:

"As each state and the nation compete in the global economy, we need to ensure that our children are held to high education standards. Academic rigor is an important part of providing the next generation with the knowledge and skills necessary to succeed in postsecondary opportunities and their careers. Academic rigor includes requiring students to take specific and tough courses. For example, in Minnesota we have enhanced our K-12 standards to require Algebra 1 by eighth grade and Algebra 2, biology, and either chemistry or physics to graduate from high school. It also means that students are exposed to comprehensive programs such as Advanced Placement classes. Through our 'Get Ready, Get Credit' initiative, Minnesota high school students can take up to six AP or College Level-Examination Program tests free of charge. Academic rigor means raising the bar and expecting more from our students, educators and policymakers."

William Schmidt, professor of education at Michigan State University:

"A curriculum that exemplifies academic rigor is focused, coherent, and appropriately challenging. In the case of mathematics, such a curriculum focuses on a small number of topics at each grade to promote in-depth/mastery learning and sequences topics across grades in a coherent manner, reflecting the logic and structure of the academic discipline. Finally, such a curriculum is appropriately challenging from a cognitive or intellectual perspective in that topics are not excessively repeated but move students into an ever deeper and broader exposure to the discipline moving from basic concepts (e.g., meaning and operation of whole numbers) to more developed ones (e.g., the rational number system and its properties)."

Randi Weingarten, President of the American Federation of Teachers:

"First and importantly, academic rigor is not about teaching children to correctly fill in bubbles on a test, but challenging them to think outside of the box. It's about giving students a robust, solid and high-quality education through rich curriculum that pushes them to realize their full, God-given potential. Students should be engaged in all elements of a well-rounded education: the arts and physical fitness, knowing about different people and places, thinking critically and arguing logically, and appreciating the value of active citizenship. For the adults - educators, parents, policymakers and the community at large - academic rigor means working collaboratively and taking shared responsibility to provide every child an opportunity to succeed in life."

Susan Fuhrman, President of Teachers College, Columbia University:

"Since the 1980s, states have sought 'academic rigor' by aligning textbook content, teacher knowledge and resource allocation with learning standards for students from pre-kindergarten to 12th grade. The learning standards are typically the weak link - laundry lists of information created without understanding of what kids are ready to learn at a given stage of development. Now, there is a strong argument for developing curricula aligned with standards, assessments and teacher development that specify sequences of learning and provide much more guidance than standards. 'Learning progressions' - subject matter organized according to learning and developmental theory about how kids understand increasingly complex concepts - locate students on a spectrum of understanding and development; facilitate assessments that are diagnostic; and shape truly personalized teaching. We have a long way to go, and such progressions may not be specifiable in all domains, but I think this approach gets us to true academic rigor."

Deborah Meier, noted teacher, writer and public education advocate:

"Educationese grows more and more Orwellian. 'Reform' now means anything that unions and teachers find offensive, and 'academic rigor' means anything that kids do. All the dictionary definitions of rigor - inflexible, harsh, stern - seem exactly the wrong habits for educating for 21^st century work skills or in the habits of mind of a democratic citizenry. Getting to the bottom of things, healthy skepticism, intellectual patience, empathy, and respect for knowledge and expertise are more to the point. The best way to start tackling such a daunting task? I'd start by fostering them around children's natural interests - uncovering, unpeeling their naïve notions about the world - until it becomes an unforgettable habit in the lifetime of learning that schooling introduces us to."

 SOUTH PASADENA - State Superintendent of Public Instruction Jack O'Connell today held a news conference at Arroyo Vista Elementary School to discuss the severe and immediate impact that the Governor's proposed cuts to education will have on California's students and schools.

"Yesterday the Governor spoke about the courage needed by the Legislature to make the difficult decisions necessary to close California's massive budget shortfall, pegged at $24.3 billion right now," O'Connell said. "I could not agree with him more on his call for courageous decision making, but proposing debilitating cuts to education is not the way that we're going to get ourselves out of this fiscal crisis."

The Governor has proposed $1.3 billion in cuts to this current school year and another $4 billion in cuts for the next school year. If these cuts are approved in their entirety, they would add to the nearly $12 billion in cuts schools were already forced to sustain with the budget agreement that came about in February.

            "Making education the scapegoat for California's financial mess is not the answer," O'Connell said. "The impact of cuts already implemented and those that may still come will be severe and immediate."

O'Connell cited a number of specific examples of the impact of cuts to education, including class-size increases in the South Pasadena Unified School District, which would result in kindergarten through third-grade classes having up to 32 students and fourth and fifth grade classes with as many as 36 children in each class; the cancelation of summer school programs at the Los Angeles Unified School District and the expected laying off of 2,250 teachers; and the recent vote by the Mount Diablo Unified School District board to lay off more than 400 teachers as well as the likely elimination of their sports and most music programs.

"Preparing students for productive futures is a critical mission of our government, and it is vital for our state's long-term success that we have an educated, highly skilled workforce that can compete in the global economy. But we cannot succeed in achieving this necessary and ambitious undertaking when our resources are so excessively depleted," O'Connell said.

"I appreciate the challenging task before the Governor and the Legislature, but simply gutting vital state services, especially education, is not a fair or responsible approach to closing this budget gap. We can talk about courage until we're blue in the face, but courage is just a word until it is supported by the right kind of action. And the right kind of action in this case means protecting education and investing in the future," he said.

"The Legislature and the Governor must consider new revenues and repealing tax loopholes as part of a responsible budget compromise, otherwise they will set in motion a downward spiral in the quality of the educational experience our children receive over the next several years," O'Connell said. "Relying solely on these heavy-handed cuts will do a grave disservice to our children's and California's future to such an extent that not even they can fully realize yet. Education is very much a part of California's long-term economic recovery from this recession, but if we're not willing to invest in it then our state's future will continue to remain shrouded in instability and uncertainty."

State Superintendent of Public Instruction Jack O'Connell issued the following statement in response to Governor Schwarzenegger's speech to a joint session of the California Legislature:

            "The Governor spoke at length about the need for the Legislature to have the courage to make the difficult decisions necessary to address our state budget crisis.

            "Given the depth of our crisis, I agree that courage is necessary. But I reject the notion that that the only way out of this mess is to implement budget cuts that would decimate public education. Preparing students for productive futures is a critical mission of our government. It is vital for our state's long-term success that we have an educated, highly skilled workforce that can compete in the global economy. It takes courage to set priorities and stand up for them.

"The Legislature and the Governor must consider new revenues and repealing tax loopholes as part of a responsible budget compromise. To do otherwise would shortchange students in schools today and the future of all Californians."

The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the names of the states and territories that have joined the Common Core State Standards Initiative: 

Alabama; Arizona; Arkansas; California; Colorado; Connecticut; Delaware; District of Columbia; Florida; Georgia; Hawaii; Idaho; Illinois; Indiana; Iowa; Kansas; Kentucky; Louisiana; Maine; Maryland; Massachusetts; Michigan; Minnesota; Mississippi; Montana; Nebraska; Nevada; New Hampshire; New Jersey; New Mexico; New York; North Carolina; North Dakota; Ohio; Oklahoma; Oregon; Pennsylvania; Puerto Rico; Rhode Island; South Dakota; Tennessee; Utah; Vermont; Virgin Islands; Virginia; Washington; West Virginia; Wisconsin; and Wyoming. 

In the 26 years since the release of A Nation at Risk, states have made great strides in increasing the academic rigor of education standards. Yet, America's children still remain behind other nations in terms of academic achievement and preparedness to succeed.

By signing on to the Common Core State Standards Initiative, governors and state commissioners of education across the country are committing to joining a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12. These standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills.

"To maintain America's competitive edge, we need all of our students to be prepared and ready to compete with students from around the world," said NGA Vice Chair Vermont Gov. Jim Douglas. "Common standards that allow us to internationally benchmark our students' performance with other top countries have the potential to bring about a real and meaningful transformation of our education system to the benefit of all Americans."

 "As state school chiefs, we have been discussing and building momentum for state-led, voluntary common standards that are both rigorous and internationally benchmarked for the past two years.," stated CCSSO President and Arkansas Commissioner of Education Ken James. "The broad level of commitment we have received from states across the nation for this unprecedented effort is both gratifying and exciting. It also clearly illustrates that this is an idea whose time has arrived."

The Common Core State Standards Initiative is being jointly led by the NGA Center and CCSSO in partnership with Achieve, Inc., ACT, and the College Board. It builds directly on recent efforts of leading organizations and states that have focused on developing college-and career-ready standards and ensures that these standards can be internationally benchmarked to top-performing countries around the world. The goal is to have a common core of state standards that states can voluntarily adopt. States may choose to include additional standards beyond the common core as long as the common core represents at least 85 percent of the state's standards in English-language arts and mathematics.

"Measuring our students against international benchmarks is an important step," said Virginia Gov. Timothy Kaine. "Today, we live in a world without borders. It not only matters how Virginia students compare to those in surrounding states - it matters how we compete with countries across the world."

"Only when we agree about what all high school graduates need to be successful will we be able to tackle the most significant challenge ahead of us: transforming instruction for every child," said CCSSO President-Elect and Maine Education Commissioner Sue Gendron. "Common standards will provide educators clarity and direction about what all children need to succeed in college and the workplace and allow states to more readily share best practices that dramatically improve teaching and learning. Our graduates and frankly, the future of our economy, cannot wait any longer for our educational practices to give equal opportunity for success to every student."

The NGA Center and CCSSO are coordinating the process to develop these standards and have created an expert validation committee to provide an independent review of the common core state standards, as well as the grade-by-grade standards. This committee will be composed of nationally and internationally recognized and trusted education experts who are neutral to - and independent of - the process. The college and career ready standards are expected to be completed in July 2009. The grade-by-grade standards work is expected to be completed in December 2009.

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Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation's governors and one of Washington, D.C.'s most respected public policy organizations. Its members are the governors of the 50 states, three territories and two commonwealths. NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill and before the Administration on key federal issues to developing and implementing innovative solutions to public policy challenges through the NGA Center for Best Practices. For more information, visit www.nga.org.

The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. www.ccsso.org

State Superintendent of Public Instruction Jack O'Connell today announced the California Department of Education received $4.3 million in federal Advanced Placement Test Fee Program grants to help low-income students pay fees to take Advanced Placement (AP) and International Baccalaureate (IB) tests.

"Students need more rigorous instruction to prepare for today's hypercompetitive economy," O'Connell said. "That's why I am pleased the overall number of California students enrolling in AP and IB programs has increased dramatically in the past decade. These grants will help ensure that cost will not be a barrier for students to take these courses and as well as the tests. These grants are particularly welcome in our current economic environment. And, as an added benefit, by taking and passing these tests, students may receive college credit that can offset some of the cost of higher education."

In the past decade from 1997-98 to 2007-08, the total number of students enrolled in AP and IB courses grew 112.6 percent from 228,019 to 484,694 students. AP and IB classes are typically taken in high school-level courses. But two middle schools in San Diego County, Lemon Grove Middle School and Palm Middle School both in the Lemon Grove School District, are offering middle school students Spanish language AP courses.

In 2007-08, schools tracked a combined 96,174 low-income students taking the AP and IB tests. That number is projected to grow 15 percent to 110,599 in 2008-09. This indicates a dramatic growth in the need by low-income students seeking assistance to offset the cost of higher education.

AP and IB tests typically cost about $86 to $88 per test subject that may be a hindrance to low-income families. Under the Advanced Placement Test Fee Program, low-income students are asked by schools to pay only $5 per test subject. The Program has resulted in increased student achievement in AP courses, and increased student participation in the AP tests.

The AP program was established more than 40 years ago by the College Board, a national nonprofit organization in New York. AP consists of college-level courses in 21 subject areas. AP programs offer incentives for high schools to provide access to these rigorous courses for students while in secondary school. AP courses are recognized by virtually all public and private universities.

The IB program was established nearly 50 years ago by the International Baccalaureate Organization in Switzerland and administered by the International Baccalaureate Curriculum and Assessment Center in Wales. The IB program is a two-year comprehensive and rigorous pre-university curriculum using internationally accepted performance standards leading to an IB diploma. Successful candidates are typically granted advanced placement credit at the finest universities and colleges in the nation.

If students score high enough on the AP and IB tests, they may receive college credit and advanced academic standing that can greatly help them in the very competitive process of university admission.

"I appreciate that President Obama and Congress have provided funding to assist so many California students take the AP and IB tests that help them prepare for the rigors of college courses," added O'Connell. "The President has urged all students to pursue at least one year of an educational experience beyond high school. Encouraging students to take these advanced courses and the AP and IB tests will help students to meet that goal and better prepare them for a successful future."

Local educational agencies are awarded the Advanced Placement Test Fee Program funds. School districts and schools must document the eligibility of low-income students participating in the AP and IB programs and who plan to take the end-of-course exams. Low-income students, who took AP and IB courses, but not the exam, may be eligible to participate in the program upon a teacher's recommendation. Local educational agencies then seek reimbursement for the test fees from the California Department of Education that administers the Advanced Placement Test Fee Program funds.

For more information on the Advanced Placement Test Fee Program, please visit http://www.cde.ca.gov/ci/gs/ps/apfeesummary.asp.

To help a growing percentage of its 700,000 students get enrolled in available government sponsored health insurance plans, the Los Angeles Unified School District and the Foundation for Health Coverage Education (FHCE) have armed 600 district school nurses with a new tool to maximize use of government coverage programs for children.

School nurses are on the frontline when it comes to student health - and sometimes the only medical provider a child will see all year.  The Health Care Options Matrix®, is an all-in-one reference chart which identifies how much income a family can make to qualify and then breaks down multiple health care options in LA County as well as online application information for coverage. Working with LAUSD, the FHCE produced 20,000 copies of the Matrix which has been distributed to the school nurses as well as other frontline administrators in the district.

The district's Children's Health Access and Medi-Cal Program (CHAMP) staff and school nurses help educate parents of 700,000 students about comprehensive public and private health coverage options. "Students with access to health care do better in school," said Sharon Swonger, CHAMP Coordinator. "However, we have a high percentage of students without insurance and many of them are eligible for programs they don't know exist. Through our school nurses and health personnel, we help demystify the process and enhance enrollment into Medi-Cal and Healthy Families, and other publicly-funded programs available to students."

           "Many parent don't know that a family of four can make up to $66,000 a year in California and still qualify for government sponsored coverage for their children," said Ankeny Minoux, FHCE president. "In working together with LA Unified School District's school nurses, we feel we have found a significant inroad for reaching families who are in need of information about available government health coverage options."  

Funding for the LAUSD customized version of the brochure was provided through a $50,000 grant from the Anthem Blue Cross Foundation, a founding sponsor of FHCE.

The brochure will serve as an important reference guide for school nurses, health and human service providers, counselors and teachers who have contact with parents and can give them valuable information about health insurance resources.

 "Our Foundation's primary focus is to educate an estimated 14 million -- one-third of the 45 million uninsured Americans -- who are eligible for government health plans, but don't know it or are not signed up," Minoux said. 

CHAMP supports academic achievement and promotes wellness by enrolling children and youth into health insurance programs. Under the Division of Student Health and Human Services, CHAMP provides information to parents and district staff on free or low-cost health insurance options.  For more information, please visit the website at www.CHAMP@LAUSD.net or call the toll-free Helpline 1-866-742-2273. Parents can call for information and enrollment assistance.  CHAMP staff is bilingual in English, Spanish and Korean.

In addition to the brochure, the Foundation has captured, on a single website database, more than 176 government-sponsored programs to help people in need of health coverage. To identify what they qualify for, website visitors can first take the simple 5-Question Eligibility Quiz online, or they can phone the free 24/7, multilingual U.S. Uninsured Help Line at 800-234-1317 and talk with a live counselor who will review the questions with them. For more information, please visit the website at www.coverageforall.org  or call the U.S. Uninsured Help Line at 1-800-234-1317.