Inside Scoop
A Nation at Risk?

American kids know at least as much as they did in any Good Old Days, and probably more.

Back in 1983, A Nation At Risk, the landmark study commissioned and avidly promoted by the Department of Education under President Ronald Reagan, charged that a "rising tide of mediocrity" was threatening the nation's economic future. The economy was indeed in poor shape at the time, and the charge stuck. Today's economy is roaring along at record levels, but commentators still assume that students aren't learning as well as they once did. What's the real story?

How do students today compare with those of past generations?
Our best measure is the testing conducted by the National Assessment of Educational Progress (NAEP), often called "the Nation's Report Card." NAEP started about 30 years ago, and, since then, reading and math scores have shown gradual improvement, more in math than in reading. Science scores declined for a decade but have bounced back.

What about minority students? Aren't their scores down?
White, African American, and Hispanic students are all doing better today than they did 30 years ago on the NAEP, and that goes for almost every age and subject tested. The gap between minority student scores and white student scores is smaller today than it was in the early 1970s. But the gap stopped shrinking in the late 1980s and now stands a little bigger than in 1990.

Black and Hispanic student scores have been basically flat since then, with white student scores up slightly.

Why do so many people think schools have gotten worse?
Two reasons: nostalgia and slander.

People tend to think the "golden years" of education coincided with whatever years they attended school. New York Times columnist Richard Rothstein, a research associate at the Economic Policy Institute, documented this phenomenon in his 1998 book The Way We Were?

Observers have been bemoaning the decay of our schools, it turns out, since the 19th century, despite a distinct absence of evidence.

In recent decades, the public schools have also been subjected to an especially heavy pounding of false information.

Ideological critics of public education, for instance, seized upon A Nation At Risk as proof that America's schools were failing miserably. But, in fact, the authors of A Nation At Risk acknowledged a much more complicated reality.

"It is important, of course, to recognize that the average citizen today," they wrote, "is better educated and more knowledgeable than the average citizen of a generation ago--more literate, and exposed to more mathematics, literature, and science."

"Nevertheless," the authors added, "the average graduate of our schools and colleges today is not as well educated."

In other words, what has changed is that American high schools are now doing something never before accomplished: educating the great majority of young people, not just the elite.

What about SAT scores. Aren't they way down?
SAT scores bottomed out about 20 years ago for math and about 10 years ago on the verbal test. But the scores are now creeping upward, especially in math.

But SAT scores are not nearly as high as they were in 1941, when the test was first given. And how could they be? In 1941, Richard Rothstein points out, less than half of 1 percent of the nation's 17-year-olds took the SAT. Most were prep school boys trying to get into Ivy League colleges.

Last year, about 27 percent of the nation's 17-year-olds took the SAT.

SAT scores don't show the achievement of the average student. They reflect who's taking the test.

Are schools adequately preparing Americans for the new economy?
American students could and should be better prepared by the schools. But American workers are as productive as any in the world, and our economy is doing much better than those of our most feared competitors of the 1980s, Japan and Germany. If the schools were to blame for hard times under Ronald Reagan, why aren't schools getting any credit for the economic turnaround today?

So, are schools doing just fine?
Of course not. We face enormous problems--as did earlier generations. We can do better, and we know how: with smaller classes, more prep time and professional development for teachers, and social policies that reduce child poverty.

What won't improve schools one whit is mythologizing either the past or the present.

--Alain Jehlen

For more: Visit the NAEP Web site at http://nces.ed.gov/nationsreportcard/site. Good books include The Way We Were? by Richard Rothstein, The Manufactured Crisis by David Berliner and Bruce Biddle, and Setting the Record Straight by Gerald Bracey.

News: Rights Watch
Cyber Threats on the Rise

School officials and courts are struggling with an epidemic of Web pages where students ridicule, vilify, and even threaten to kill teachers.

Justin Swidler was ticked off. So the eighth-grader from Bethlehem, Pennsylvania created his own Web page titled "Teacher Sux." There he posted a vicious attack on his math teacher, Kathleen Fulmer, and principal, Thomas Kartsotis.

For starters, the student created a picture of Fulmer with her head cut off and blood pouring from her neck.

Accompanying the illustration was the question, "Why Should She Die?" under which he wrote, "Take a look at the diagram and the reasons I give, then give me $20.00 to help pay for the hitman."

The site was rife with profanity, displayed a photograph of Fulmer morphing into Hitler, and showed a likeness of Kartsotis being hit by a cartoon bullet.

Word spread, and 234 visitors viewed the site. The Web page shook up the entire school community, particularly Fulmer. The threats caused her serious health problems that ultimately led to her retirement after a 26-year career.

Swidler was expelled for threatening, harassing, and disrespecting a teacher and principal, but he challenged the discipline on free speech grounds.

Last July, the Commonwealth Court of Pennsylvania upheld the expulsion, ruling that school officials can "discipline students for off-campus activity where that activity materially and substantially interferes with the education process." In this case, the damage caused to Fulmer and to the school community met that legal standard.

"Regrettably, in this day and age where school violence is becoming more commonplace, school officials are justified in taking very seriously threats against faculty and other students," the court said.

Swidler's words were "disrespectful" and "constituted harassment and threats." The student may have meant his comments as "mere hyperbole," but he crossed, the court concluded, "that line of conduct that we, as a society, find acceptable."

Justin Swidler's legal troubles aren't over yet. Fulmer and her husband have sued him and his parents for damages. In November, a Northampton County jury awarded Fulmer $450,000 for invasion of privacy and $50,000 to her husband for loss of consortium.

The jury specifically found that Swidler's parents were liable because they failed to properly supervise their son. A civil lawsuit by principal Kartsotis against the Swidlers is still pending.

In a related case, the Indiana State Teachers Association last year sponsored a lawsuit on behalf of three teachers from Carmel who were identified in a student's Web site as "satan worshipping demons."

Titled "tyme-2-dye," the Web site urged fellow students to shun and laugh at the named teachers and was illustrated by various satanic symbols. One of the teachers targeted by the Web site discovered it on April 21, 1999, the day after the Columbine shootings.

In a settlement announced last May, Brian Conradt and his mother agreed to pay the teachers $5,000.

The law in this area is still developing. As the cases discussed in the sidebar attest, not every "offensive" comment posted on a student Web site will justify discipline.

But, at a minimum, student off-campus cyberspeech is punishable where school officials reasonably believe it could disrupt the school, or where it seriously threatens or actually causes harm to teachers or others.

In a 1986 decision, the Supreme Court gave school officials wide discretion to discipline students for uncivil speech while in school. The Court said that schools "must teach the shared values of a civilized social order" and are free to determine "that the essential lessons of civil, mature conduct cannot be conveyed in a school that tolerates lewd, indecent, or offensive speech."

But the still-open question is whether this authority extends to off-campus speech and whether school officials can punish students for comments made in cyberspace that are merely uncivil or disrespectful. That question will be decided as student use--and misuse--of the Internet increases.

-- Michael D. Simpson
NEA Office of General Counsel

Student Free Speech Rights Prevail

Citing First Amendment concerns, three federal courts recently overturned student suspensions based on Web site postings.

• In Missouri, the Woodland R-IV School District gave Brandon Beussink a 10-day suspension for creating a Web page that used vulgar language to criticize the school's official Web page.

  The court held that the principal punished Beussink merely because he "was upset by the content of the homepage," rather than out of fear of a school disruption. "Disliking or being upset by the content of a student's speech," the court warned, "is not an acceptable justification for limiting student speech."

• In Ohio, a federal judge ruled that the Westlake Schools couldn't suspend junior Sean O'Brien for posting an unflattering description of his band teacher on his personal Web page. The student had called the teacher "an overweight middle-aged man who doesn't like to get haircuts" and practiced favoritism.

  The court rejected the school's claim that O'Brien could be punished under a rule prohibiting "physical, written, or verbal disrespect/ threat" of or against school employees. The school district later agreed to pay the student $30,000 to settle the case.

• In Washington, a federal court ruled in February that the Kent School District No. 415 violated the First Amendment rights of senior Nick Emmett by suspending him.

  Emmett had posted mock "obituaries" of two friends. The obits, inspired by a creative writing class, were written tongue-in-cheek. The court found "no evidence" that the work was "intended to threaten anyone" or "manifested any violent tendencies whatsoever."

  Emmett also recovered $6,000 in legal fees.

--M.D.S.

New From the Professional Library
Books by NEA Members
TV Tips | Web Winners

Departments: Resources
Understanding Urban Schools

What does it mean if a child is 'at risk'? Twenty-five educators dispel myths about city kids and schools.

City Kids, City Teachers: Reports from the Front Row
Edited by William Ayers
and Patricia Ford
The New Press, $25

Have you been to the Grand Canyon? If you have, you may remember the feeling of burning anticipation you had before casting your eyes downward, for the very first time, on the extraordinary vision below.

A writer once suggested that it's impossible for visitors to truly "see" the Grand Canyon, as it actually is, because their minds are burdened with preconceived notions derived from slick magazine advertisements, postcards, and travel brochures.

In their anthology City Kids, City Teachers: Reports from the Front Row, editors William Ayers and Patricia Ford convincingly argue that the same could be said of inner-city, minority children.

For decades, sociologists, policy-makers, and the media have routinely and indiscriminately labeled inner-city children "at-risk."

The practice is so prevalent that most adults who have bought into the negative advertising see so-called at-risk kids only in terms of problems such as drug abuse and violence.

The premise behind this extraordinary and inspirational book is that we need to break down these preconceived notions about inner-city kids.

By compiling 25 provocative essays by such leading educators and writers as Deborah Meier, James Baldwin, and Lisa Delpit, the book's editors hope to explode a variety of stereotypical visions.

Some contributors to the book tell real stories about themselves. Other authors criticize policy or plead for better programs.

The book, in short, is part diary, part policy, and part education textbook. You'll feel sad, angry, hopeful, agitated, and inspired--all in one sitting--as every page delivers a new understanding and a new emotion.

In Part One of the book, titled "City Kids," we see through the eyes of children, as they passionately share their own stories about growing up in the city.

We meet bright students turned away from college-preparatory work in high school by teachers and counselors.

We meet children who are searching for their own understanding of race, ability, and self-identity; who dare to question the validity of standardized tests and structured school days; who painfully address their own portrayal in the media.

"The media says we have no ambition and will never amount to anything," writes one frustrated high school senior. "It's wrong for them to twist facts and transform them into vile lies. It's wrong for them to trample the hopes of a child who lives in the projects."

In the book's second section, "City Issues," we're taken through a series of thoughtful commentaries about some of the most critical issues facing urban educators: language, race, class, culture, violence, and poverty. We travel from the aftermath of the 1996 Los Angeles riots to the pedagogy of poverty, from issues of bilingual education to the realities behind "Black English."

In Part Three, which is titled "City Teachers," we are introduced to educators who have implemented culturally relevant teaching strategies that inspire their students to achieve beyond everyone's expectations.

We hear from city teachers, in their own voices, about classroom life and about all the countless frustrations and joys that come with their "calling."

We are also given a glimpse into the real story behind Hollywood's portrayal of city teachers. We see those on-screen practitioners of tough love who, tragically, do so little to encourage their students to reflect on the society that has shaped their lives.

--Dina S. Gómez

Excerpt:
"I saw a television program some years ago where the interviewer asked some high school dropouts, seventeen or eighteen years old, whether they knew anyone who had ever graduated from college. These three dropouts said no. I thought, what an odd thing to say. They had been in school for almost twelve years, and had had somewhere between twelve and fifty teachers, all of whom had graduated from college. On the other hand, this was not a strange statement at all. The youth did not include any of those teachers among the people they knew because they did not know their teachers."

--Deborah Meier, from
City Kids, City Teachers

New from the NEA Professional Library

Professional Development Schools: Combining School Improvement and Teacher Preparation

Lucindia Chance, Editor
160 pp., $18.85 #2017-0-00-FN

This book helps educators turn their learning workplace into a successful "professional development school," or "PDS." Learn how to develop effective relationships with universities. Explore the roles and responsibilities of teachers, student teachers, para-educators, and higher education faculty in the professional development school framework. See how you and your colleagues can evaluate the effectiveness of a PDS program. A must read for any educator concerned with professional development or considering whether to try to establish a PDS.

To order, call 1-800/299-4200, or check the Web at www.nea.org/books.

Excerpt:
"Real empowerment related to decision-making is more than participation in teacher committees that advise the principal; in real empowerment, teachers make decisions affecting not only their own classrooms and schools, but also their districts and state. Some decision-making opportunities at the school level that can contribute to school improvement planning and enhance teacher empowerment are: (1) developing alternative assessment programs, (2) selecting textbooks and curriculum approaches that are developmentally appropriate, and (3) sharing in personnel and budget decisions."

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Books by NEA Members

Girl in Hyacinth Blue
By Susan Vreeland

A compilation of eight independent stories woven together, Girl in Hyacinth Blue travels back in time to chronicle the history of an art piece. Recounting the lives of the painting's owners, Vreeland offers insight into the human spirit. $17.50 plus $4.20 s&h from MacMurray & Beck, 4101 E. Louisiana Ave., Suite 100, Denver, CO 80246, 800/774-3777. On the Web at www.macmurraybeck.com/girl.htm.

Going Beyond Duck, Duck, Goose
By Cary Pyle

Going Beyond Duck, Duck, Goose presents several entertaining activities for children ages 5-10. Realizing the time and resource constraints placed on teachers and recreation leaders, Pyle lists games that require a minimal amount of preparation. $10 (includes s&h) from Formula Marketing, 726 West Kalmia St., San Diego, CA 92101, 800/533-5111. On the Web at http://www.formulamkt.com/Pyle.htm.

Who Was the Scottish Medieval Knight, Prince Henry Sinclair?
By Elaine Sinclair Fowler

A product of personal genealogical research, Fowler's illustrated children's book, Who Was the Scottish Medieval Knight, Prince Henry Sinclair?, reveals that a European visited North America before Christopher Columbus. $7 (includes s&h) from Lake Champlain Islands Publishing Co., P.O. Box 11, South Hero, VT 05486, 802/372-4557.

Simple Hands-On Science
By Greg Bartram and Lois Belavich-Ivanc

In Simple Hands-On Science, authors Bartram and Belavich-Ivanc offer a slew of hands-on experiments that demonstrate concepts in earth and life sciences. Designed "for teachers, by teachers," each activity requires simple materials and minimal preparation. $16 (includes s&h) from NDT, inc., 4 E. 194th St., Euclid, OH 44119, 216/531-1591. On the Web at www.ndteachers.com.

Uncommon Champions
By Marty Kaminsky

Looking to instill a sense of hope in America's youth, Kaminsky chronicles the lives of 15 athletes who overcame adversity to achieve their goals. Uncommon Champions provides motivating insights that remind readers that athletics is not just about physical strength. $14.95 plus $4.95 s&h from Boyds Mills Press, 815 Church St., Honesdale, PA 18431, 877/512-8366.

TV Tips

Half Past Autumn: The Life and Works of Gordon Parks
HBO
December 16, 2:45 p.m.

Airing in honor of his 88th birthday, this feature-length presentation profiles photographer, novelist, poet, musician, and filmmaker, Gordon Parks, while exploring America's social history through his life and work. Drawing on the work of Mr. Parks himself, the documentary features archival footage of the turbulent 1960s and 70s, as well as interviews with friends, family, colleagues, and others. Both HBO and Turner Learning have produced online guides for parents, teachers, and students. The guides contain biographical and historical background material, biographical and photographic timelines of Parks and his work, discussion questions, and activities. In addition, a PDF file of a special insert on Gordon Parks in Weekly Reader Current Events can be downloaded from the HBO Web site. A limited supply of 30-minute educational compilation tapes of Half Past Autumn: The Life and Works of Gordon Parks is available for the first 200 teachers to call 1-888-881-5725. Questions and activities can be adapted for use with this abridged version. The Gordon Parks Inspiring Vision Contest invites students to respond to social injustice in the world through poetry and photography, by considering the question of what bothers them about the world and choosing an issue that concerns them and illustrating it with a poem or a photograph. The deadline for submissions is January 15, 2001, and all submissions must be accompanied by a submission form which is available at hbo.com and turnerlearning.com. Prizes include a trip to New York City, cash awards and other gifts. HBO has granted educators the right to make one videotape of this program for classroom use which may be retained for five years from the airdate.

The Royal Diaries - "Isabel: The Jewel of Castilla"
HBO
December 14, 3:30 p.m.; December 18, 5:45 p.m.; December 23, 8:30 a.m., check local listings.

An all-new series inspired by women leaders in history tells the stories of a pivotal point in their lives. Isabel: The Jewel of Castilla tells the story of the young woman as she faces conflicting loyalties within her family. In order to fulfill the royal duty to marry for political purposes, Isabel must compromise her own desires and goals. The program also airs on HBO Family on December 2, and 22 at 6:30 p.m. and December 27, at 8:30 p.m.

Hamlet
Odyssey
December 16, 2:00-6:00 p.m.; Part II repeats December 18, 2:00-4:00 a.m. and December 27, 7:00-11:00 p.m.

This Odyssey original production of "Hamlet" has been adapted and set in America in the early 1900s, but the dialogue stays faithful to Shakespeare. Campbell Scott directs and stars in this celebrated tragedy about the troubled Dane who yearns to avenge his father's death. KIDSNET has developed a study guide for high school teachers which can be downloaded from their website at www.kidsnet.org.

Animated Epics: Beowulf
HBO Family
December 14, 6:30 a.m.; December 18, 9:45 a.m.; December 22, 1:00 p.m., check local listings.

This animated presentation tells the story of the epic struggles of the great 6th century Scandinavian warrior who faced three mortal enemies: the monster Grendel, Grendel's vengeance-seeking mother, and a fire-breathing dragon.

The Forgotten Americans
PBS
December 14, 10:00-11:00 p.m. ET, check local listings.

There are nearly 1,500 colonias in the United States, unincorporated neighborhoods scattered along the Mexican border. This film follows a year in the lives of colonia residents, documenting their struggle to attain basic living and housing services such as electricity, water, and sewer hook-ups. How various non-profit organizations assist colonia residents with health and home concerns, and political perspectives of what can be done to remedy the situation are also presented. The show's Web site at pbs.org/forgottenamericans provides additional history of the colonias and how they were formed, a gallery of photographs taken by kids who live in colonias, and two interactive features which show what it is like to live in a colonia and how local government works.

Great Books: Les Miserables
The Learning Channel
December 23, 10:00-11:00 p.m. ET, check local listings.

This special "Great Books" presentation examines the inseparability of Victor Hugo's writing and politics and his concerns about penal reform and the burdens of the poor and working classes. Les Miserables, first published in 1862, was one of the first popular works of fiction that explored the social effects of poverty. This program explores Hugo's artistry and his political activism, with commentary by Victor Brombert, professor of Romance and Comparative Literature at Princeton University, Hugo biographer Dr. Graham Robb, and several individuals involved in modern prison reform.

The Weather Classroom: Hurricanes
The Weather Channel
Mondays and Thursdays through January 11, 4:00-4:30 a.m. ET, check local listings.

This new installment of The Weather Classroom explores the power of hurricanes through the experiences of experts. Viewers learn how the intensity of a storm is measured and what it's like to fly into the eye of a hurricane. The Weather Classroom is aired commercial-free with closed captioning and taping rights for educators. Support materials are available at www.weather.com/education.

Jazz
PBS
Beginning January 8, check local listings.

Filmmaker Ken Burns highlights America's quintessential art form in this 10-part series. The program traces the growth and development of jazz, with all its social significance, from beginnings in New Orleans to reinvigoration at the end of the century. Jazz uses interviews, music, archival film clips, and photographs to capture the rich history of this musical form. A companion book by Geoffrey C. Ward and corresponding CDs will accompany the series, along with a Web site at www.pbs.org/jazz.

Freedom Never Dies: The Legacy of Harry T. Moore
PBS
January 12, 9:00-10:30 p.m. ET, check local listings.

This documentary looks at the life and death of Harry T. Moore, an early civil rights activist during the postwar years who championed equal pay for Black teachers, organized Black voters, and publicly condemned the racist actions of local and state officials in Mims, Florida. In 1951, Mr. Moore and his wife, Harriette, were killed in their bed by a bomb. President Truman ordered a full investigation by the FBI, but their murders remain unsolved.

The Great Gatsby
A&E
January 14, 8:00-10:00 p.m., check local listings.

In this original adaptation of F. Scott Fitzgerald's classic novel, Mira Sorvino plays Daisy Buchanan, the epitome of beauty, wealth, and class in the 1920s. Jay Gatsby is the newly rich suitor who's determined to win her away from her cruel but very rich husband. The Great Gatsby captures the decadence of the Jazz Age and America's obsession with wealth, ambition, and the ability to reinvent oneself. F. Scott Fitzgerald: The Great American Dreamer, will air January 19 on A&E Classroom, and support materials can be found at www.AandE.com/class.

Inside the Kill Box:Fighting the Gulf War
Discovery Channel
January 14, 9:00-11:00 p.m. ET, check local listings.

Ten years after the United States launched an attack on Iraqi forces occupying Kuwait, politicians, soldiers, and historians still debate the conduct and goals of the Gulf War. This program examines the methods and motives of the war and its impact on American military personnel and the people of Kuwait and Iraq. Former President George Bush, Dick Cheney, and General Norman Schwarzkopf are featured, along with soldiers, pilots, and Iraqi military officials.

Crosses on the Lawn
Fox Family
January 15, 4:00-5:00 a.m. ET, check local listings.

The town of Springdale has been hit hard by economic loss, but when a large corporation arrives with the promise of jobs, things seem to be improving. Then, when it's revealed that one-quarter of the jobs will be set aside for minorities moving into Springdale, the mood shifts: Residents must now deal with racial hatred, and how they respond offers important lessons about bias, prejudice, and tolerance. KIDSNET has produced an online study guide for middle school educators, as well as a bulletin board discussion forum. Visit www.kidsnet.org for more information.

CNN Newsroom: To Serve a Nation
CNN
January 17, 4:30-5:00 a.m. ET, check local listings.

CNN Newsroom goes to boot camp in this special on military service. Tom Haynes investigates the four main branches of the military and the strict training endured by recruits. Military careers are profiled, and Haynes looks at how the armed services can help to instill responsibility, teamwork, and a sense of service in young people. For more information, or to receive classroom guides and programming information by E-mail, log on to www.turnerlearning.com.

Lizzie McGuire
Disney Channel
January 19, check local listings.

This new series combines animation with live-action to provide an inside look at the life and stresses of a 13-year-old girl. The live-action Lizzie may look calm, or perhaps simply stunned, but her animated counterpart fully expresses the highlights, pain, and humor of a typical teenage girl.

The Book of Pooh
Disney Channel
Weekday mornings, check local listings.

Using "Bunraku," the 300-year-old art of Indonesian puppetry, this new series brings A.A. Milne's beloved stuffed animals to life. The show's pre-literacy foundation features storytelling, word play, and language appreciation, along with creative problem-solving and social skills for preschoolers.

Attila the Hun
USA Network
January 30 and 31, 9:00-11:00 p.m. ET, check local listings.

Filmed on location in Lithuania, this original presentation tells the story of what happened when the worlds of Attila, king of the Huns, and Roman General Flavius Aetius collided. Attila envisioned an empire and the possibility of a new world order that would supersede the power of Rome. Aetius, raised as a royal hostage by the Huns, learned from them the art of war and combined that art with Roman infantry tactics. When these leaders and their armies met near Chalons, France, in 451, they fought until the Huns, vanquished, fled under the cover of night. But because the losses were so great on both sides, the Romans could not pursue Attila, who escaped.

KIDSNET, a national resource for children's media in Washington, D.C., provides these listings. For additional listings and information, check the Web at www.kidsnet.org.

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Web Winners

Scoop from the Soviets
The fall of the Soviet Empire led to an explosion of news about the region, and NewsLine keeps us informed. This is a free daily report based on news gathered by the correspondents, services, and regional specialists of Radio Free Europe/Radio Liberty.

Family/SchoolCon-nections Resource
Disney Learning Partnership launches this new resource area containing information on how educators and family members can work together to help children succeed in school. Offers instructions for teachers on how to create interactive homework that involves parents in the learning process. Gives parents advice on getting involved with their child's learning. Includes The Teacher's View, a monthly in-depth look at how a teacher works to involve families in the classroom.

Running Scoop
Are you sick of hearing manufacturers claim that their product is the best of the best? Now there's a place to go to find the latest non-biased information for runners. Realrunner.com boasts that it's an independent site not linked to any manufacturer or race organizer, "so the content on the site is guaranteed to be free from bias that you'd get otherwise." Aimed at the global running community, whether you're just starting out or an expert.

Healthy Meals
Are you eating healthy? The U.S. Department of Agriculture has issued its Dietary Guidelines for Americans 2000, 5th Edition. This link also lists recipes for thrifty meals and an Interactive Healthy Eating Index.

Mars Mania
Take your students on an interplanetary journey with pictures of Mars that have been acquired by NASA's Global Surveyor. More than 25,000 images in all from three cameras that give us narrow, wide, and global angles.

Famous Words
From Pablo Picasso and Albert Einstein to Rene Descartes and Thomas Jefferson, Gabriel Robins, Walter N. Munster associate professor of computer science at the University of Virginia, has tapped into his literary side. His Good Quotations by Famous People is a great site to tap into the minds of history's greatest thinkers.

Animal Habits
Ever wonder what those critters outside your house were? These local guides from eNature give you a list of wildlife common to your area. Complement a lesson on insects and animals with photos and descriptive text from the National Audubon Society Field Guide series.

Freedom First
A historical treasure goes digital: The first 20 issues of Freedom's Journal, the first African-American owned and operated newspaper published in the United States, are now online. Brought to us by the State Historical Society of Wisconsin.

Something Old
From his Anatomy of the Human Body, Henry Gray has made studying the human body fun and easy. More than 1,200 engravings--many in color--from the classic, now-digitized 1918 publication.

How Schools Stack Up
How does your school match up with the latest reports on the health of our schools? The Condition of Education report profiles America's educational system, displaying trends and monitoring important developments. In an Adobe Acrobat format for easy reading.

Real Leaders
Women who strive to make America a better place are, of course, fearless. Let it be known that these are amazing women who won't take no for an answer. Update yourself on who these women are and what they are doing at befearless.com.

Museum Online
Take your students on a virtual trip to Amsterdam's Rijksmuseum. See Rem-brandt's etchings, work by Albrecht Durer, and many other amazing pieces of art. This virtual tour is well worth the price of admission (a mouse click).

Internet Public Library
This vast online library, created and maintained by librarians, sports a youth division with a treasure trove of information--links from sites as obvious as Yahoo and as obscure as that of a New Jersey elementary school's geometry class.

National Geographic's Map Machine
Give your child the cartographer's challenge of making flat maps for a round planet. Or scan the night sky with views from the Hubble Space Telescope.

Seniornet
Rich and easy to use, this site for older folks covers everything from hobbies to investing. Its information about senior discounts and online classes is especially helpful. You can talk with your peers about politics, literature, and anything else.

Look for Law Day 2001
"Celebrate Your Freedom--Protecting the Best Interests of Our Children" is the theme for Law Day 2001. On May 1, the American Bar Association will celebrate its 100-year endeavor to address the needs of children and their unique status within the legal system. Every year many legal and non-legal organizations, state and local bars, businesses, and schools join the ABA in conducting thousands of programs on how the rule of law makes our democracy possible. Learn more information on how you can participate by visiting the ABA Law Day Web site.

Science News
Uncover the origins of the first known evidence of life on earth. Read about the final space walk and the first jetpack testing by the crew of the space ship Discovery. Learn how one wild teacher motivated his students to learn physics through the use of a firsthand lesson on lightning. You can do all this and more though the ABC news Web page science link. This site is packed with exciting information useful for designing up-to-date lessons in science. Decide for yourself.

Cool Science
These guys took some of the best projects from the best museums in the country and adapted them for the Web. These simple activities, for grades K-3, include classifying animals, learning where butterflies come from, and finding out what kinds of particles are hiding in your nose.

Portal to the World Of Knowledge
This Internet distance learning Web site offers educational opportunities for everyone from preschoolers to corporate executives. The site has won 18 awards as outstanding distance education Web site and USA Today names it the "best bet" education site.

History of Physics
You don't need an advanced degree to learn about the history of physics. This site from the American Institute of Physics offers an Exhibit Hall packed with topics ranging from the discovery of the electron to the life of Albert Einstein.

Definitely In the Pink Study Site
An online study buddy, Pink Monkey, combines 314 literature summaries (at last count), 1,800 classic texts, and online SAT prep. Not to mention current college planning advice, plus creative study tips, and a jamming radio. All free.

This is the Real X-Files
Wonder whether UFOs are fact or fiction? Dig into the Popular Documents Collection of the CIA's online reading room to find the spy set's official report on the matter. Everybody convinced now?

Learn a New Language or Several Languages
Over 70 languages to choose from, travlang's travel and language site provides translating dictionaries in many languages--free. Learn a new word every day in 70 different languages via the web. Check out the currency exchange rate and a worldwide hotel database.

The Journalists of Berkeley High
This high school newspaper is filled with sophisticated feature stories that set high standards for high school journalism. Recently, the journal received national recognition with its ground-breaking story uncovering the carbon-monoxide poisoning death of a 17-year-old Indian Immigrant in the Bay area, an indentured servant to a local real estate tycoon. Read The Jacket online.

Reading
Taking Reading to Task

For nearly a century, students have been caught in the crossfire of the reading wars. NEA's Task Force on Reading 2000 aims to make all students successful readers with new Guidelines for Effective Reading Instruction.

NEA Reading Task Force member Robin Nettinga, a middle school teacher, believes that it's time to move beyond the whole language versus phonics debate and start discussing which reading methods work best for each student.

When NEA convened its Task Force on Reading 2000, the mission was clear.

"Our charge was to create a set of comprehensive guidelines, based on research and practice, that our members could use to help improve reading instruction," says Robin Nettinga, a task force member and president of the Idaho Education Association.

"We needed to move past the debate about whole language versus phonics," says Nettinga, "and talk about reading instruction, not as a balanced program, but as a complete program."

Written by teachers for teachers, the new report, which was released last March by the Task Force, addresses the entire realm of literacy.

"Our report," explains Nettinga, "stresses that there's no one-size-fits-all answer to the successful teaching of reading and that all children need to be approached from where they are and taken where they need to be."

The NEA Task Force on Reading included 11 expert teachers. Among them: Andy Baumgartner, the 1999 National Teacher of the Year, and Carolyn Olson, a Christa McAuliffe Award winner.

The fruit of their labor, The Report of the NEA Task Force on Reading 2000, sets forth 10 guidelines that address program development, materials selection, instructional support and assessment, collaboration and communication, and policy.

To help frame its recommendations, the task force drew upon the expertise of national literacy education groups such as the International Reading Association and the National Council of Teachers of English.

"Teachers need a lot of tools to reach every child," says Nettinga. "There are more than just two approaches to reading instruction. The approach we took and the decisions we made will help define the importance of reading for our members and define how we talk about reading as a program."

The report features a variety of resource references, such as NEA's Reading Matters Web site (www.nea.org/readingmatters), and offers seven action recommendations that can help NEA members plan classroom instruction and help NEA state affiliates influence state reading policy.

Many of the task force recommendations, says Nettinga, are already being implemented.

"In Idaho, we've developed a listserv of nearly 500 teachers to help disseminate information on reading," she says. "It's an incredible resource."

For more: E-mail Robin Nettinga at Rnettinga@nea.org. Download the NEA Reading Task Force report at www.nea.org/readingmatters/expert/tfrfinal.pdf.

How To ...
Keep Boys Interested in Books

"With extra encouragement and role modeling, boys can learn to become avid readers," says Kathleen Odean, children's librarian and author of Great Books for Boys (Ballantine Books, 1998). Chair of the American Library Association's Newbery Awards Committee for 2001, Odean shares these strategies to keep boys interested in books.

• Boys tend to be more interested than girls in nonfiction. Incorporate quality nonfiction into read-aloud time, class projects, and book fairs.

• Allow boys to see men as active readers to overcome the perception that reading is uncool. Invite men as visiting readers and promote the idea of men giving books as gifts.

• Use the first book in a high-quality series for read aloud to jumpstart reluctant readers into the next book.

• The sports page is a remarkably advanced form of reading and math. Explore and encourage the use of magazines and newspapers for pleasure reading.

• Popular genres for boys include mystery, adventure, survival, sports fiction and nonfiction, fantasy, and biography.

• Expose boys to high-interest topics such as the Titanic and the Olympics by showing photographs and artifacts, then point them to books to find out more.

• A recommendation from a peer has power. Keep a "rolodex" of short reviews kids have written, and give them opportunities to talk about books they've enjoyed.

For more: E-mail Kathleen Odean at kodean@compuserve.com.

Learning:
Technology Adventures for Girls

Fifth and sixth grade girls excel in a science technologies program that demonstrates how science impacts their lives.

Colleen Briner-Schmidt gets girls to focus on how math and science relate to their lives and can influence their careers.

The 28 girls in Colleen Briner-Schmidt's after-school math and science program in Newbury Park, California, some 50 miles north of Los Angeles, are busting preconceived notions--about girls and science in general and themselves in particular.

Through Newbury Park's bilingual Science Technologies Adventures and Research (STAR) after-school program, these fifth and sixth graders are, says Briner-Schmidt, learning that "it's cool to like science and math."

The program combines engaging projects with mentoring--and also teaches girls they can control their own lives.

"The girls from our school are at risk for even finishing school," says Briner-Schmidt, a K-1 teacher at Conejo Elementary. "We want to teach them the power of one--that they have to do it for themselves, that they have to choose how they're going to live."

Held every Thursday after school, STAR taps the help of mentors from nearby Moorpark College to help girls see how choices they make today affect the quality and quantity of choices they make later.

The mentors help the girls with hands-on science and math projects, chaperone campus field trips, role play historical women scientists during weekend retreats, and serve as real-life role models.

"If you want to engage girls in math and science, you've got to show them what it means and how it's going to help them in the real world," says Briner-Schmidt, who has been awarded an Eleanor Roosevelt grant from the AAUW Educational Foundation to help fund the project.

"It's real important," adds Briner-Schmidt, "that there's meaning behind what they do."

The STAR program draws students in by having them "do the math"--in the form of career planning that asks girls "How do you want to live?" rather than "What do you want to do?"

In a beginning exercise, girls define the lifestyle they desire, then budget for a house, car, utilities, food, clothing, and insurance to figure out what income each girl needs to support how she wants to live.

Using Department of Labor statistics, the girls then look at careers that pay that income and figure out what kind of education they need to attain those careers. Graphing all this out shows the girls that many careers traditionally pursued by women may not get them where they want to go.

In the weeks that follow, the girls conduct a variety of experiments that cultivate problem-solving skills and expose them to career possibilities.

The students, for instance, extract DNA from kiwi fruit and build and launch pencil rockets. They record the scientific protocol required to test the strength and absorbency of paper towels. On weekend retreats, they map animal movements and go on nature walks with women rangers. They build robots using NASA-type software.

Most of all, they build confidence.

"When it comes to science, boys usually run toward equipment, girls hang back," says Briner-Schmidt, who sees an entirely different dynamic at festivals where her girls demonstrate their work. "At last year's microscope festival, I saw guys come up to them and say, 'Can you help me do this?'"

Reaching girls early is the key.

"Society tells girls that math and science are not okay," says Briner-Schmidt. "Through STAR, we've noticed more interest in attending college, greater consistency in getting homework done, and increases in overall attendance."

Parents, meanwhile, are writing thank-you letters noting that their girls are thinking more about their futures.

The future is looking brighter, too, for Conejo Elementary, a school with the highest non-English-speaking student population in the region. Dubbed two years ago a "bottom 200 school in the state," the school last year saw test scores jump 212 percent, the largest increase in the county.

STAR has been credited with contributing to that success, and Briner-Schmidt now has additional funding to expand the program, thanks to help from a Toyota Time Grant and the National Council of Teachers of Mathematics.

--Michelle Y. Green

For more: E-mail Colleen Briner-Schmidt at cbrinerschmidt@juno.com. For program and grant information, visit the American Association of University Women at www.aauw.org and the National Council of Teachers of Mathematics at www.nctm.org.

Dilemma
How do you bring a transfer student up to speed?

From the start of the year, anticipating the arrival of new students later on, I put any important papers--the course overview, major assignments completed--in a separate folder. By organizing the information for that student, you have hopefully removed some of the anxiety and fear of attending a different school.

I believe it is extremely important for the incoming student not to feel overwhelmed with new information. If new students see that their teachers have prepared for their arrival, they'll better understand that staff expect a smooth transition.

I also assign peer mentors to shadow the new students until they become more familiar with the procedures and operations that guide the classroom.

It's also important to establish communication with the parents or guardians and inform them about any major adjustments--state-mandated testing, district or state policies--that you anticipate will affect their child.

Jim Orr
Middle school teacher
Lancaster, Pennsylvania

Encourage a buddy system to help new students get used to a new school. Allow the buddy to talk to the new student anytime during the day for about a week. Usually, by then, the new student knows the routines.

The buddy can help with how to organize a paper, when to turn in work, how to organize the homework notebook, and more.

Encourage the buddy to show the new student around the building, and what to do at lunch, in the bus room, and during planning periods.

Carole Wright Kinard
Fourth grade teacher
Bridgeport, West Virginia

You need to begin immediate assessment of the child's skill level. If the child is being transferred locally, staff can contact the last teacher.

If the child is from out of state, it often takes months for the child's personal file to arrive. That can cause quite a setback, especially if the student is in need of special services.

I'd encourage teachers to give a diagnostic test, possibly the one given at the beginning of the year, to see if the child is up to par, needs remediation, or can proceed to advanced studies.

After that testing, a teacher can help tutor the child in class, offer peer assistance, or send materials home so that parents can become active participants in the child's education.

Bonnie McMoran
Seventh grade English and reading teacher
Boise, Idaho

As soon as I learn that I'll be getting a new student, I prepare a kit. It includes a manila folder with a letter from me describing the course, explaining my grading system, detailing routines specific to my classroom, and summing up the unit we're currently studying.

I keep a general copy of this letter saved on my computer--all I do is change the letter by adding the new student's name and the section describing the unit we're studying at the time.

Cynthia Lloyd
Seventh grade language arts teacher
Princess Anne, Maryland

I start each year with a beginning-of-the-year checklist for each student. It's easy to print another copy and have a few responsible kids gather materials and make folders for the new child, so that the new classmate's desk is ready upon arrival.

Tracy Ajello
Fifth grade teacher
Cheshire, Connecticut

Got an Answer?

How do you get students to do their homework?

E-mail your answer to dilemma2@neatoday.nea.org. You can also fax to 202/822-7206 or use regular mail. Please include your name, city, state, job title, and grade level, if applicable.

Published respondents will receive a new NEA Today mug!

Idea Exchange

Removable Hooks
I have painted cinder blocks for walls and found that the backing for the 3M removable hooks works great to hang up laminated posters. The hook tape is similar to double-stick tape but has a pull-tab that releases the tape from the wall and the poster. It doesn't pull the paint off the walls, and I don't have to worry about my posters falling down. I just buy packets of the tape, since the hooks are reusable.

Christy Goodney
Dripping Springs, Texas

Swapped Papers
On the day that my students turn in a major paper, I have a mini-conference with each of them as they hand in the paper. I take a minute or two to skim the paper, checking to see that it has all of the required elements. As I spot problems, I tell the student what I see that could be done better.

I say that the paper is on time and I will accept it, but they can swap me a corrected copy the next day if they want to fix the things that I noticed needed correcting.

Ninety percent of my students bring in a paper to swap the next day. I love this, because they do a rewrite even before I have put a pencil to their papers. When I do grade them, they are easier to correct because the obvious problems are no longer present. And the students are happy, because their grades are based on the swapped paper, not the one that came in the first day.

Sue Schmitt
Antioch, Illinois

Dr. Seuss Goes Sports
Our school chose the theme "Dr. Seuss Goes Sports for Read Across America" last year. Each room had the month of February to submit a collective single story of Dr. Seuss in some sporting event.

On March 2--the nationwide Read Across America celebration day--a representative from each classroom read their class story at a school assembly.

Janet Keohane
Beach, North Dakota

Works For Me
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The Neighborhood Becomes Friendly

In a high-crime area, a school shows local residents the good that kids can do, especially if adults take an interest.

In Mesa, Arizona, facilities assistant Frank Hunter keeps kids out of trouble after school by keeping them busy in the Kids Can program.

A few years back, residents of Mesa, Arizona, feared that a new school in their neighborhood would lead to scores of kids hanging out in the late afternoon. Today, sure enough, at the new Kerr Elementary, up to 300 students a day do "hang out."

But you won't find many anxious local residents. That's because the after-school attraction for the students isn't trouble. It's the 39 after-school clubs, on everything from pompoms to practical science, offered through Kerr's imaginative Kids Can program.

In fact, residents who once regarded kids with a certain distrust and disdain are now actually working with them in an atmosphere of mutual respect.

The Kids Can program was born in a high-crime area that offered children no parks or other diversions.

"We were told by the police that Kerr would be one of the most vandalized schools in the area," recalls Frank Hunter, the Kerr Elementary facilities assistant who coordinates Kids Can.

School staff, parents, and neighbors all agreed early on that their new school needed to offer some kind of alternative to gang life. At one point, in fact, a local house was vandalized while staff and local residents were out on a neighborhood crime walk with police.

"We were in survival mode from the very beginning," says Hunter. "As a staff, we decided we wanted to get the neighborhood involved."

To build that involvement, staff began volunteering time and donating money to set up informal clubs outside school hours-a reading club, a scrapbook club, and one for arts and crafts-but liability issues, even with permission slips, proved a problem.

But not for long. By partnering with the local parks and recreation department, the state juvenile justice division, and the school district, Hunter was able to win a United Way grant and formalize-as the Kids Can program-what had been the staff vision all along.

Kids Can, notes Hunter, has become a safe haven for students that offers academic and recreational programs. Certified teachers, paraprofessionals, and community volunteers now head 39 after-school Kids Can clubs that meet Mondays through Thursdays.

Students in the clubs play sports, learn to babysit, improve study habits, perform in dance troupes, learn about leadership, become cheerleaders, take science and history field trips, use computers, create art and music, and more.

"This program has gotten kids more involved with the neighbors," says Hunter. "Seniors who once despised kids now work with kids. Phone complaints have diminished, and kids and adults respect each other more. It's made our job easier."

Staffers are compensated for their time working on Kids Can, but activities are offered free of charge. And parents who help out earn one hour of credit in "parent university classes" for every hour volunteered.

Kids Can is now in its third year.

"Our numbers have just soared," notes Hunter. "Very rarely do students miss a club."

The relationships forged in Kids Can are enriching the community as well.

"Kids who had been stealing are now cutting lawns, washing dishes, and looking out for their neighbors," says Hunter.

And Mesa police have documented a significant reduction in neighborhood crime. The area around the school has gone from Mesa's number one in calls for police service to 65th.

--Michelle Y. Green

For more: E-mail Frank Hunter at bxxman@msn.com.

• Kids Can has been featured on the NEA Safe Schools Now Network. The video of the "Forging Community Alliances" broadcast, with discussion and resource guides, is available for $14.95 from the NEA Professional Library, 800/229-4200.
• The NEA Safe Schools program on "Addressing Bias and Hate in the School Setting: A Collaboration with the Prevention Institute" will air in February. For viewing information, visit www.safeschoolsnow.org.

How do you help students build a greater sense of respect for each other?

My students are seated not in rows, but in groups of four called "neighborhoods." These neighborhoods change with each marking period. Students learn in this setting to work cooperatively, help each other, and treat each other with the same respect they would show a neighbor. I use the neighbor concept constantly during the class period.

On a silly note: When one student is rude to another, the student must sing the Mr. Rogers "Won't You Be My Neighbor?" song. Students are quick to realize that they must show each other respect in my classroom.

Isabel Montick
High school math teacher
Verona, New Jersey

I use a symbol to represent respect in the classroom, an idea that I've borrowed from my mentor teacher. Each student receives an M&M, and we each place our M&M in a glass jar. By doing this, we acknowledge one another as individuals.

The jar is then visible throughout the year, and I occasionally make reference to it if I believe respect is not being shown for another person's thoughts and ideas.

I've found that the students regard this not as a ridiculous reminder, but as a serious representation of the respect that they will nurture and show toward each other. Students often have come to visit me to discuss how "the jar" made them think twice about putting someone else down.

Jason Marvel
High school English teacher
Rock Springs, Wyoming

Educators have an incredible opportunity to encourage respect and help students learn to honor the opinions and abilities of all. If we model respectful interactions and remind students to do so as well, we'll soon see a "respect wave" cruising through our classrooms.

Students are more socially and globally aware than ever, and they no longer simply give respect due to age, position, or relative power. To build a more respectful society in the future, we need to provide an honest, open, and energizing atmosphere in our schools now.

Pam Westbrook
Fourth grade teacher
Yokosuka, Japan

The way to build respect in students is to let them know who you are and to get to know who they are. Allow students time to get to know each other before asking them to work in teams, so that cultural conflicts are less likely to occur. Students need to learn to recognize cultural differences before we can ask them to be sensitive to them.

Classroom rules should then be clearly established and lines drawn. Children can handle rules as long as they're enforced the same way with every child. That's one way educators can demonstrate respect-by backing up their beliefs with behavior.

Pamela Galus
High school earth science teacher
Omaha, Nebraska

Be a positive role model. Show respect to your students and celebrate their diversity. Set appropriate limits and stick to them. Listen to student concerns and give them the decision-making skills to make healthy life choices.

Help guide students to their full potential. And, most of all, let them know you are also human.

Bonnie Sue Shrock
High school social sciences teacher/
Peer counseling adviser
San Diego, California

Got an Answer?

How can you get publicity for your school's success stories?

E-mail your answer to dilemma2@neatoday.nea.org. Or send by regular mail, or fax at 202/822-7206. Please include your name, city, state, job title, and grade level, if applicable.

Published respondents will receive a new NEA Today mug!

How I Did It

Karen Smith
High school English teacher
Brownsville, Pennsylvania

Realizing that my students were growing bored with Shakespeare, I energized them by having them transform a modern-day movie blockbuster into a 16th-century Shakespearean production.

My students were absolutely obsessed with James Cameron's Titanic. The semester that I began this project, more than 98 percent of them had seen it, making the film something that the entire group could relate to.

I decided to harness the popularity of the film to get my students to buy into the Bard.

We embarked on a project that would attempt to convert Cameron into Shakespeare. I chose three key scenes from the movie for students to recreate in a Shakes-pearean format. For this project, I chose a gambling scene, a dinner segment, and the portion of the film where a main character attempts to throw herself off the ship. With these scenes in mind, I introduced my students to Shakespearean stories that carried similar themes.

By no means was this project easy. We first discussed the movie and the history of the Titanic. I got a copy of an A&E special on the ship's history from my local cable company, and, with this, I did a mini-lesson on the ship. Students had to read various plays, get a feeling for Shakespeare's language and form, and then incorporate his style into the movie characters' dialogue.

Once they finished a script, I then asked students to reenact the scene for the class. My students' creative talents were revealed through their productions. Some wrote background music, many designed backgrounds, and others created costumes.

I loved the spirit the students displayed as they made their scenes come alive. Learning opportunities appeared everywhere. This turned into a unit on everything from creative writing to acting. And the cross-curricular nature of the activity kept students engaged.

I've been teaching Shakespeare in this way for the past three years, and it's been a success each time. As a teacher, I think that you need to do your best to meet your students wherever they are. Next semester, we're thinking of doing this project with The Outsiders.

President's Viewpoint
Test Tosterone

At the risk of getting run over by the testing juggernaut, I take issue with the abuses and excesses.

Every election, it seems, politicians come up with one or two "get tough" issues. In years past, they talked tough about drugs, deadbeat dads and the death penalty. But campaign 2000 brought something new. A surprising number of politicians--Democrats and Republicans alike --talked tough about testing.

Their macho message was simple, if not simplistic: Testing will force students to shape up. Testing will put steel in our schools. Testing equals accountability.

At the risk of getting run over by this testing juggernaut, I'd like to raise several urgent issues. I have a duty to raise these issues because I am an outspoken advocate of standards-based reform-- and because, I fear, public support for this reform is jeopardized by abuses and excesses involving high-stakes tests.

Let me be very clear, I favor testing. Valid, reliable tests yield rich data about students' strengths and weaknesses. We need such data in order to target interventions toward kids who need help.

But in a growing number of states, tests are being used for punitive purposes. Students are being denied promotion or graduation-- often in an arbitrary, inflexible manner--based on a single test.

This is playing with fire. It is "accountability" by blunt instrument. And I'm against it.

As a matter of fairness and accuracy, tests should be one component of a multifaceted approach to assessing a child's progress. Every teacher --and every parent-- knows that some kids are natural test takers, and some kids are not. With so much at stake in a child's life, assessments should not be based on a single snapshot or a single instrument.

More broadly, as educators we must not allow the tests to swallow the schools. In a growing number of states, is seems as though the tests are driving everything. They are driving curriculum. They are driving promotion and graduation decisions. They are driving--and distorting--the entire classroom experience of teachers and students.

Increasingly, teachers have no choice but to "teach to the test." In some states, schools spend entire days teaching students how to take the test--in other words, the techniques and tricks necessary to do well on the test.

And the corollary of "teaching to the test" is this: if it's not on the test, it doesn't get taught. In many places, courses such as civics, physical education, and art are being eliminated, as are school plays, classroom discussions, and other activities that enrich and enliven the school experience.

This is a fundamental mistake. There are important things we should be teaching that cannot be measured by tests. In addition, I believe deeply in preserving the creativity and discretion of skilled teachers. I'm worried that these things are being squeezed out systematically by our growing obsession with testing.

As states and school districts design accountability systems, they should bear in mind the words that Albert Einstein displayed prominently in his Princeton office. "Not everything that counts can be counted, and not everything that can be counted counts."

Politicians will continue to talk tough about tests. But as educators, we have a professional responsibility to talk back. We must insist on standards and tests that aim to challenge children, not terrorize them. That is our high-stakes test.

Comments? You can E-mail Bob Chase at BobChase@nea.org. If you would like a response, please be sure to include your name and NEA local affiliate.

People
'Detoured' by the Major Leagues

A lifelong dream of becoming a teacher comes true for a big league baseball player.

Little boys grow up wanting to play big league baseball. Colorado teacher Frank Gonzales grew up wanting to be a teacher, but took a detour into the major leagues. Now he's fulfilling his original dream.

"My goal was always to be the first in my family to graduate from college, and then go back to my high school as a teacher and baseball coach," says the first-year teacher. "The major leagues kind of took me off course."

Today, he works with English-as-Second-Language students at Lincoln Junior High School in Fort Collins and also serves as head coach at Colorado State.

The Detroit Tigers drafted Gonzales out of Colorado State in 1989. He went on to play 11 years with the Tigers, the New York Yankees, Boston Red Sox, and Pittsburgh Pirates. He also spent two years in the major leagues, and one year playing international baseball in Taiwan.

"We've been around the world," he says, referring to his wife of 12 years and two children. "In 12 seasons, we had 32 different addresses in eight countries, including in South America where I played summer ball. It was an amazing experience, but when Colorado State called and asked if I would coach, I knew it was time to go home and pursue my original goal."

With the help of a scholarship program in the Poudre School , Gonzales finished college and started teaching at Lincoln--where, he says, most of his students aren't fazed by his former career.

"I'm their teacher, and I think that's what they respect," he says. "The players on my team at CSU on the other hand, want to know all about Chipper Jones, Derrick Jeter, and the other guys I came through the leagues with that are big now.

I tell them they are just 'regular guys,' like me."

Most people dread the thought of a 500-person wedding guest list. But Catherine Witkowski, a school secretary at Richard E. Byrd Elementary in Glen Rock, New Jersey, is hoping at least that many show up at her June nuptials. After all, more people means more money--for the local symphony, that is. Witkowski, who moonlights part time as general manager for the local 100-person, all-volunteer Ridgewood Symphony, and her beau of seven years, a symphony musician, are tying the knot during a concert that will feature traditional wedding music. By holding it in a local school, Witkowski expects the majority of guests will be students, teachers, administrators, and parents from her district.

"We wanted to do something different," she says. "It just seemed natural to have our wedding during a concert, and to have it be a fundraiser, too. We hope everyone will show up, if only because it's a free hour of great music. But we also hope people will be inspired to make a donation to the symphony in our honor.

Part of that donated money will be used to help fund Witkowski's real passion: "Project Symphony," an outreach effort she organizes to bring symphony musicians to local schools. Last year, the symphony performed at six schools. This year they will perform at three, including her own.

"Lots of people tell me what a special thing I'm doing by helping to bring this music to children," says the Association activist. "But I really don't think it's that extraordinary. I love my school job. And I love the symphony. It seems only natural to want to combine them."

Toward a Safe Haven

Tired of the violence in the community surrounding her school, Nashville, Tennessee elementary teacher Lisa Jones fought back. She teamed with colleague Melanie Ricks and enlisted the help of Tim Chavez, a local newspaper columnist who agreed to publicize the plights and perils of children living in inner-city.

Within weeks of the first article, Nashville residents were offering help. That prompted Jones to start Project SAVE (Students and Teachers Against Violent Environments).

Today, the project is thriving. A Vanderbilt University psychologist gives free monthly workshops to both parents and teachers about topics like discipline. A suburban Optimist Club donates gun trigger locks, which have already gone to more than 300 inner-city families. Local restaurants have opened their doors to once "troubled" teens -- who now are learning on-the-job skills. And, community police and leaders are helping residents form neighborhood watch groups and learn about gun safety. The centerpiece of project is its Enrichment Center.

Jones, who is taking a leave of absence from the classroom to run the project, says "People want this to succeed, the response has just been overwhelming. "We'll make this work, even if we have to do it one child at a time."

For a Good Cause

Want to know how to get free money? Talk to Janet Muller, a third-grade teacher at Duniway Elementary School in Portland, Oregon. In 12 years, she's brought in nearly $100,000 for her students, classroom and school.

"When I became a teacher, I immediately set a professional goal to earn $100,000 in grants by the time I retired," she says. "I wanted to make a contribution beyond teaching."

Still years away from retirement, Muller is already just shy of that three-figure mark, having won more than 60 contests, grants and awards. Most recently, she was named Educator of the Year by Time Magazine for Kids and Chevrolet, an honor that came with a $2,500 cash prize, as well as a new car.

"My classroom is crammed with hands-on learning tools that I purchase with the winnings," she says, referring to the 11 animals, some exotic, that call her classroom home; a seven-foot-tall active volcano; a planetarium; working robots built by students; and replicas of animal skulls, including one from the Kenya Museum of Natural History.

"My children don't just learn, they actually feel and see," she says. "Their enthusiasm and excitement for learning is what motivates me to keep seeking out this money. I want to give everything back to them."

Muller, who spends substantial time everyday combing the Internet and teacher publications for cash-based awards, says there are many organizations that want to give teachers money.

"Don't let a rejection shake you," advises Muller. "Keep trying."

The Man behind "Remember the Titans"

The highly acclaimed Denzel Washington-flick "Remember the Titans," released last fall, is not just about football.

"If you want to see a football game, this film isn't for you," says Herman Boone, the retired T.C. Williams High School teacher and coach whose real-life story is brought alive by Washington and the silver screen. "It's about people coming together in spite of racial differences. It is an inspirational story about what we can overcome."

Although the movie takes what Boone calls, "artistic liberties," it focuses on the events of 1971 -- when Boone was appointed head football coach over a popular white coach in the newly integrated Alexandria, Virginia school system.

"I was too black for the white kids and not black enough for the black kids," he recalls. "The community was in upheaval because of the integration; it was just a mess."

Despite the odds, Boone -- with the help of Bill Yoast, the white coach he displaced as head coach who eventually became his assistant -- led the team to an undefeated season and helped unite a community that was pulling apart at the seams because of racial differences.

"Those kids, who had little experience with other races and religions, came together as a team," says Boone, who spent significant time consulting with actors on the movie set. "They set an example for their parents, for the other students, for the community. In fact, then-President Richard Nixon called us 'the team that saved the city of Alexandria.'"

Today, Boone still substitutes at T.C. Williams, and his former players bring their own children to meet him -- including the nearly 65 players from his legendary 1971 team that showed up in black-tie at the Washington, DC movie premiere.

"Even the once hard-headed ones bring their kids to see me; and they tell them, 'this is the man that changed daddy's life,'" he says with emotion. "I can't tell you how gratifying that is. Each time that happens, another link is broken in the long chain of prejudice."

News
Back on the Clock In Stafford County

Virginia bus drivers organize, unite with teachers, and win compensation for 'off the clock' work.

Organizing has strengthened this team of Stafford County transportation workers and managers. And that'll mean real changes in everything from policy to pay.

"It's not in the budget. . . It's a condition of employment. . . There's no recourse. . ."

Before they organized in 1999, school transportation employees in Stafford County, Virginia, routinely heard these management responses to questions about compensation for tasks drivers were performing without pay, everything from submitting to federally mandated random drug tests to appearing in court as witnesses to traffic violations.

The Stafford County school district, less than 50 miles south of Washington, D.C., had enough money to build new schools and hire new teachers, but it was still asking its bus drivers and monitors to work "off the clock"--in violation of the federal Fair Labor Standards Act--and on the clock at wages of up to $3 an hour less than their counterparts in neighboring counties.

"In the back of my mind," recalls Stafford trainer/driver Annette Hall, "I thought, 'This isn't right. We're getting big enough as a district to do things differently.'"

Drivers, bus monitors, and mechanics came to realize they needed a smarter way to assert their rights than scattershot speeches at school board meetings and gripes at district-run "rap" sessions. They needed a collective voice and professional backup.

What these support professionals needed, in fact, was right under their noses all along: the NEA-affiliated Stafford Education Association.

Even without a state bargaining law, SEA had won solid gains for Stafford teachers, like paid health insurance for retirees, and built a productive relationship with administrators and local residents. In 1999, this relationship generated a 98 percent vote in favor of a local property tax increase to professionalize teacher salaries.

Word travels.

"After I had spoken to a school board meeting on behalf of our members in the spring of 1999," says SEA President Rebecca Danello, "two drivers came up to me, said they'd like to join SEA, and asked for information."

Since that encounter, Stafford transportation employees have been overwhelmed by the solidarity of teacher colleagues and the professional support of Virginia Education Association staffers, from their UniServ director to VEA attorneys in Richmond.

They've reciprocated by joining the Association en masse--at last count, 188 of 200 transportation staffers had become Association members--and participating in SEA in a very big way.

The local's transportation unit now has a chair, Annette Hall, and two co-chairs, Jeanna Brown and Linda Powell, plus a secretary, Kathy Mathis, and no fewer than 19 Association reps to cover every middle and high school.

In a non-bargaining, "right-to-work" state like Virginia, big membership numbers and active member involvement can be a critical equalizer.

In Stafford County, this formula has produced:

• Payment for work performed. Right after signing up with SEA, Stafford drivers worked with VEA's legal staff to document district violations of the Fair Labor Standards Act and what it would cost to rectify the situation. A group of drivers, accompanied by UniServ Director Mike Sowder, then met with administrators and outlined their case for a federal wage-and-hour complaint.

  That homework paid off. The district agreed to compensate workers, as of last July, for time spent on everything from submitting to random drug tests to driving to and from a school to transport students for field trips.

• A role in drafting written district policy. For the first time, drivers have helped revise the handbook of rules and regs for Stafford County employees.

  "We went through the book, deleting and adding things, like accident procedures and locations of fuel stations for the benefit of new drivers," reports driver chair Hall. "Then we met with Transportation Director Larry Himes and got some things changed in print."

• A positive relationship with administrators. Himes and Assistant Transportation Director Margaret Hill "have been great to work with" since the staff organized, notes Mike Sowder. "They're always willing to meet with us--in fact, I often advise people to talk to Larry about individual problems and I don't hear back from them again!"

• A smarter way to increase pay. At press time, Stafford transportation employees had completed a 21-question survey--developed by Virginia Education Association researchers--on pay, benefits, and working conditions, while Annette Hall had closely examined the pay scale for needed structural changes.

  "After I present teachers' 2000-2001 pay and benefit proposals to the school board," says local President Danello, "I'll turn to Annette, who will do the same for support staff." Stay tuned.

  n An even better relationship with teachers--and the community. Danello, the district's English and drama coordinator, says that transportation employees are "very comfortable" with certified staffers and will stand to benefit from SEA's commitment to professional development and community outreach.

  "We can't educate kids unless they get to school, and drivers are often the first adult school employees they see in the morning--it's important not to discount that," she stresses. "Their participation in our NEA local affiliate makes everyone in the greater community aware that everything we do in education is a team effort, be it in the classroom or on the bus route."

• Strength in the workplace. Despite Virginia's non-bargaining environment, "Management realizes that VEA and NEA are a force to be reckoned with," says UniServ Director Mike Sowder.

  "We have almost 1,000 members in Stafford County, 57,000 members in Virginia, and over 2.5 million members in the nation," Sowder adds. "We've got more clout than any other organization in the United States, and administrators and school boards know it, because they're actively involved in elections."

  What does all that mean for the average bus driver? Concludes Annette Hall: "A supervisor thinks twice before doing something."

For more information, contact UniServ Director Mike Sowder at 540/347-7801.

Basics for Beginners
It All Started in 'Spotsy'

Transportation employees in Virginia's Stafford County didn't have to start from scratch; they followed a path blazed 10 years earlier by colleagues in neighboring Spotsylvania County.

Today "Spotsy" drivers are 95 percent organized and have the pay, benefits, and respect to show for it.

Substitute drivers in Spotsylvania County get $9 an hour, regular drivers and "contracted subs" get nearly $12, and the most senior drivers can earn $75.78 a day.

Contracted drivers enjoy health insurance, a four-hour daily pay minimum, 10 sick and two personal days a year, and 30 minutes of daily pay for chores like fueling. They're entitled to 10 paid hours of in-service a year and two paid professional days to attend NEA state affiliate conferences.

Over a decade, Spotsylvania ESP have learned they must:

1. Stick together. "You've got to get united, stand up, and do something," says trainer/driver Pat Stanley, driver spokesperson for the Spotsylvania Education Association. "We won a decent wage by refusing at one point to drive field trips, which were optional, non-contract work."

2. Make management manage. Spotsy drivers have taught administrators how to do their jobs better--by always pushing for a defined chain of command, procedures, and employee guidelines. The result: a solid working relationship.

3. Sign up those non-members. Non-stop organizing pays off in Spotsylvania County. "If you have a problem, the first thing a supervisor asks you is, 'Are you a member?'" notes Stanley. "You definitely get treated differently when you're an Association member. We get respect now."

For more information, contact Pat Stanley at psta668648@aol.com.

Kudos To ...

• . . . The California Teachers Association and other affiliates of California's Retirement Coalition have successfully lobbied for $12.1 billion in pension improvements for members of the State Teachers Retirement System.

  Among the many gains: STRS members with at least 25 years of service will now have benefits based on their highest earning year. Those with 30 or more years will receive a longevity bonus.

  "This package will help maintain teaching as a true career," says Beverly Carlson, chair of the CTA State Council's Retirement Committee. "We want newcomers to see this as a profession--not a short-term job where they quit and do something else."

• . . . ESP in most of Maryland's Eastern Shore counties don't enjoy bargaining rights, but that hasn't stopped the Teachers Association of Somerset County from winning an average one-year pay increase of 15.6 percent for paraeducators.

  TASC built community support for a raise, and chief para spokesperson Juanita Faye Hoffman entered "meet-and-confer" talks with the school board accompanied by reps from every school. Her presentation on the pay gap between paras and other Somerset ESP won the day.

• . . . In contract talks last summer, teacher members of the Absecon (New Jersey) Education Association refused to settle early on some "nice numbers" until the needs of ESP members were met first. That solidarity netted raises over three years of 19.5 percent for teachers and 12 to 30-plus percent for ESP, reinstatement of dependent health coverage for non-tenured teachers, and increases for sick leave buyback and tuition reimbursement.

• . . . In two days of strikes last fall, the 4,700-member Buffalo (New York) Teachers Federation braved massive legal penalties--from two days of docked teacher pay for each day on the picket line, to the eight-day jailing of BTF President Phil Rumore--to fight for the needs of kids and schools.

  The resulting settlement, totalling $7.5 million more than the school board's "final" offer before the strike, reverses cuts in grades one to three art, music, and physical education programs over a period of three years and reduces class size in settings where special needs students are mainstreamed.

  The new pact also increases funding for the purchase and distribution of classroom supplies and protects early retirement incentives and retiree health benefits, which had been targeted by the board for deep cuts.

  Buffalo strikers received strong support from other area unions, the working press, the public, and NEA-New York. (For more, go to www.neany.org/advocate/3.html.)

News
'A Vast Cadre of Human Resources'

NEA's UniServ program, now 30 years old, has brought quality representation to school staff.

Delaware UniServ Director Tim Thornburg: "I make myself as readily available to members as possible."

The next time you grouse about your endless school duties, think about the job of NEA UniServ staffers Susan Anderson and Tim Thornburg.

These full-time Association reps each drive at least 2,000 miles a month--Anderson up and down the Oregon coast, Thornburg across a broad swath of Delaware farmland--to represent school employees in trouble, support local contract bargaining, train NEA local affiliate leaders and members, coordinate political campaign work, and more.

Much more. But you'd never guess what can eat up the biggest chunk of their week.

"Most UniServ staffers spend a significant amount of time in private, often confidential, sessions with members who are dealing with personal and professional problems," reveals Anderson, a former high school English and speech teacher.

"Their concerns," she notes, "could be related to problems with administrators, parent complaints, student threats, false criminal charges, or the immensity of what teachers are asked to do. I have to get them through the emotional part."

Providing this kind of direct assistance to members is important, notes NEA Mid-Atlantic Regional Director Roger Ross, "but job number one of a UniServ staff person is to help local affiliates develop the capacity to advocate for members in a variety of areas--from collective bargaining and political action to professional development and instructional improvement."

Member advocacy "is my primary job," agrees Anderson.

"All school employees, new and veteran," Ross explains, "want help to do their job better and see that the Association can help them gain improvements in a variety of ways."

Since its launch in 1971, the UniServ--Unified Service--program has been NEA's largest single budget item, by far. This year, from the national level, NEA will spend $47 million to help finance the UniServ staff network.

This support will fund an estimated one-fourth to one-fifth of the cost of each UniServ position. NEA affiliates provide the rest of UniServ funding.

Nationwide, there are now 1,650 full-time and more than 200 part-time UniServ staffers.

Oregon UniServ staffer Susan Anderson, third from left, works with local volunteers before the fall elections. "Advocacy is the number one part of my job," she stresses.

NEA support has helped develop a cadre of UniServ staffers trained in everything from organizing and school change to collaborative dispute resolution processes and group facilitation.

To ensure ongoing skill development in a UniServ staffer's first three years of service, NEA pays all transportation and on-site costs of two basic, nine-day "CORE" training sessions.

After that, NEA pays air transportation costs for a staffer's attendance at one training session a year--and makes available a full range of national and regionally based training opportunities.

NEA and state affiliate training, which continues throughout a UniServ rep's career, helps shape an individual who's "a good listener, a strong advocate, and an effective conflict manager, facilitator, and organizer," says Delaware UniServ Director Tim Thornburg, a former high school English and journalism teacher.

What else makes NEA's UniServ program so effective? Some clues:

• Closeness to the membership. With a member-to-UniServ staff ratio that typically ranges from 1,300:1 to 1,500:1, the UniServ program allows many staffers a chance to personally know and bond with NEA members.

  "I make myself as readily available to members as possible," says Thornburg, who started UniServ work in 1999. "I'm trying to get to know members as people. If I know them as individuals, I get to know their likes and dislikes, and they're more likely to get involved in the Association."

  Oregon's Susan Anderson, like many UniServ staffers across the country, meets regularly with a council of leaders from the local affiliates she serves.

  "My council, representing 15 locals, has always set the direction for my work," she points out. "These people establish goals and priorities for me, along with ways to meet them."

• Continuity of service. "I would liken the UniServ program to a civil service system," says NEA's Roger Ross. "The Association's elected leaders determine policies and programmatic direction, while an ongoing cadre of professional UniServ staff helps implement them."

  The result: stability and fairness in representation.

  "Only in this union is there such a separation of staff and governance," emphasizes Illinois UniServ Director Marcus Albrecht. "We field reps don't promote candidates in local elections--although it would probably be easy for staff to influence voting--and are even prohibited from handling ballots in regional elections."

  Adds Albrecht: "This means that the Association's representation of members isn't influenced by political considerations and that UniServ jobs hinge on the continued quality of work, not on the delivery of votes for elected officers."

• Reps who really know the work of members. "UniServ reps really know the business our members are in and the laws under which they work," says Lenny Lavalette, director of affiliate relations for NEA-New York. "They have a complete understanding of public education and the job our members do, and they bring this knowledge to all areas of their work."

  Oregon's Susan Anderson routinely draws on her past education experience to deliver top quality training to her members, wherever they might work.

  As a staffer for NEA's Indiana state affiliate, she worked with several districts to develop education consortiums for members in isolated areas, each offering professional workshops "developed and delivered predominantly by local people."

  And now, on the Oregon coast, Anderson organizes three training events a year for her local council--on everything from IDEA regulations to teacher relicensing requirements.

  Drawing on insights gained as a novice teacher, Tim Thornburg organized new teacher activities, including a New Teacher Advisory Committee and a newsletter, while serving as UniServ director for the Omaha (Nebraska) Education Association.

  And since joining the staff of the Delaware Education Association last summer, he's learning everything he can about the issues important to education support staff.

  "I recently taught conflict management to members of the Red Clay Paraprofes-sionals Association," he notes. "It's important that administrators understand that ESP need professional development as much as teachers."

• A network of professional colleagues. Because so many of them have trained together or collaborated in NEA field-based programs, UniServ staffers "feel part of an NEA family," notes Thornburg.

  "Colleagues and I are constantly sharing resources and ideas," he explains. "If I know of a colleague in California who can help me, I have no reservations about calling up. We support one another."

  "If I have a problem or need a sounding board," adds Susan Anderson, "I have a vast cadre of human resources to tap into. No other organization can provide that. I love working for NEA."

For more information on the NEA UniServ program, go to www.nea.org/aboutnea/uniserv.

Your Dues Did It
Want to Apply for UniServ Work?

NEA offers two programs designed to help Association activists prepare to apply for UniServ jobs offered by NEA state and local affiliates:

• Susan Anderson is a 1991 graduate of the NEA Affirmative Action Intern Program, an effort created to increase representation of ethnic minorities and women in UniServ staff positions. The program includes a five-week training program over the summer, followed by full-time practical training for up to three months with an experienced UniServ staff mentor. If you're an active member interested in applying, send a letter of interest by December 8 to Brenda Vincent, NEA Affiliate Capacity Building, 1201 16th St., N.W., Washington, DC 20036-3290.
• In 1999, Tim Thornburg went through the NEA Pre-Employment and Development Program. Successful applicants for this initiative demonstrate an ability to shift from governance to staff positions, then are offered 14 days of training followed by a minimum of four weeks of mentoring by UniServ staff. The deadline for applying for the next session: March 31. For an application, contact your NEA state affiliate's UniServ manager.

News
The Winner: Kids and Public Schools

In every way, voters told politicians in November they support quality public education--not cutbacks and vouchers.

California Teachers Association activists help celebrate the overwhelming defeat of school vouchers.

November's Presidential race and a handful of other candidate showdowns may have produced razor-thin results, but, overall, the November elections produced one whopping, lopsided victor: America's public schools.

"Public education was a top issue among candidates and voters at all race levels," stresses NEA President Bob Chase. "Public schools emerged as a uniting force in this election, and the result is an overwhelming mandate to improve and support those schools."

In high-profile ballot initiatives in California and Michigan, voters defeated voucher proposals that would have funded private school tuition with publi