Academic Achievement for All: Increasing Flexibility and Improving Student Performance and Accountability : Hearing Before the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, First Session, Hearing Held in Washington, DC, May 20, 1999, Volume 4

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The Hearing before the Committee on Education and the Workforce was held May 20, 1999. The hearing lists statements by educators, elected officials, and the Colorado Commissioner of Education on the Academic Achievement for All proposal, the Straight A's proposal. This proposal gives states a choice: they can either continue operating federal education programs as before, or, at their option, they can combine certain K-12 federal education funds in exchange for strict academic accountability. Straight A's does not eliminate any K-12 programs and, in many respects, is modeled after Texas' successful state accountability system where performance and results are central. Appendices list written statements by the participants. (DFR)
 

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Page 12 - Thank you very much. Mr. Miller? Mr. MILLER. Thank you, Mr. Chairman, for holding this hearing today.
Page 5 - ... prepared statement of Mr. Taylor follows :) Testimony of Frank L. Taylor, Jr., Esquire representing Goodwill Industries of America, Inc. before the Subcommittee on Employment of Handicapped Workers Committee on Labor and Public Welfare United States Senate July 10, 1970 Mr. Chairman, it is a pleasure for me to be here today. As a member of the Board of Directors of the Charleston, West Virginia, Goodwill Industries, I want to express to you the appreciation of the handicapped, disabled and disadvantaged...
Page 78 - ... Ed-Flex program would fulfill two important goals. First, it would acknowledge that education is a state and local prerogative and responsibility, and allow states and localities to use federal funds (minus bureaucratic strings) to fulfill their unique goals. Second, it would take a bold approach to reforming the current ESEA programs by shifting their focus to academic achievement instead of bureaucratic inputs. After 34 years and SI 18 billion, ESEAs key program, Title I, has not reduced the...
Page 80 - Title 111 of the ESEA. Technology for Education Table 2 outlines the total FY 1999 appropriations if Super Ed-Flex existed today Data are based on the FY 1999 figures developed in November 1998 by the Budget Service of the US Department of Education. These figures are based solely on Department of Education estimates and may change over the course of the fiscal year. These figures do represent, however, the most current data publicly available on these programs.
Page 78 - Clear performance objectives. Each state or qualifying school district would enter into a binding agreement with the federal government (much like charter schools do with their sponsors) with clear performance objectives and a timetable for academic improvement The plan would have to include target goals for students previously served by those programs. To lest for academic improvement, states could use the state-level National Assessment of Educational Progress test, a commercial test, a state test,...
Page 63 - Michigan has bluntly observed, "[Federal] education programs do worse than nothing. They divert and distract schools from their ultimate mission: educating children.'' Governor Engler found that only 48 cents of every federal education dollar actually reaches the classrooms in his state.
Page 52 - We'll hold you accountable. You just improve student performance, and we'll give you the money." that will give all the governors the flexibility to get the job done. — Governor Gray Davis (D) of California . - February...
Page 79 - r» i imi overlook each states unique makeup. Estimated Super Ed-Flex Appropriations by State Super Ed-Flex would keep the ESEA and any changes made to it intact, but it also would allow FY99 Appropriation some states maximum fiscal autonomy and flexiAlabama S208.53I.7I3 bility to focus for the first time only on boosting Ataaka 54.422.686 the academic achievement of students.
Page 78 - Education reform initiatives should improve students' academic achievement, not simply fulfill bureaucratic mandates. In its current form, Ed-Flex is not clear in defining academic achievement as its ultimate goal in awarding states greater flexibility. Ed-Flex states still are required to reach the goals of each individual program, however redundant those goals may be. HOW SUPER ED-FLEX WOULD WORK Under Super Ed-Flex, interested states or large school districts would receive maximum flexibility...
Page 61 - Washington should set high academic achievement as the top priority for US schools; parents and states should be trusted with key decisions affecting children: and real accountability for results should replace compliance with rules. . . . the...

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