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From: NCFLRGS@aol.com
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Subject: Goals Report
Date: 29 Nov 1995 12:12:53 -0500
Organization: National Institute for Literacy
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Greetings:
The following information is from the edinfo list.
Ronna Spacone
NCFL_RGS@aol.com
************************************************
THE NATIONAL EDUCATION GOALS PANEL issued its annual report on progress
toward the eight National Education Goals (on November 9). This report,
Indiana Governor & Goals Panel
Chair Evan Bayh reminds us, "marks the halfway point between 1990, the
year that President Bush & the nation's Governors established the National
Education Goals, and our target date for achieving them, the year 2000."
The report ("Building a Nation of Learners, 1995") is being
prepared for the Department's Online Library. In the meantime, you can
get a copy of the Executive Summary by calling (202-632-0952), e-mailing
(LLawrenc@inet.ed.gov), or writing the National Education Goals Panel (1255
22nd Street, NW, Suite 502, Washington, D.C. 20037).
We thought you might also be interested in some *statistics*
from the report.
************************************
Statistics from
"The National Education Goals Report:
Building a Nation of Learners, 1995"
************************************
GOAL 1: READY TO LEARN -- All children in America will start
school ready to learn.
--------------------------------------------------------
The proportion of infants born in the U.S. with one or more
HEALTH RISKS was reduced between 1990 and 1992, from 37% to 35%. This
reduction represents a difference of at least
64,200 children who were born with a healthier start in life.
Disparities were also reduced between White and Black infants born with
one or more health risks.
Seventy-five percent of all 2-year-olds were fully IMMUNIZED against
preventable childhood diseases in 1994.
Only two-thirds of preschoolers were read to or told STORIES regularly in
1993. By 1995, the proportion had increased to 72%.
In 1991, 45% of 3-to 5-year-olds from low-income families were enrolled in
PRESCHOOL programs, compared to 73% of those from high-income families. The
28-percentage-point difference in participation rates had not improved by
1995.
--------------------------------------------------------
GOAL 2: SCHOOL COMPLETION -- The high school graduation rate will increase
to at least 90 percent.
--------------------------------------------------------
In 1990, 86% of 18- to 24- year-olds had completed a high
school credential. By 1994, the overall completion rate had
not increased. Disparities in high school completion rates
between White and minority students did not improve between1990 and 1994.
--------------------------------------------------------
GOAL 3: STUDENT ACHIEVEMENT AND CITIZENSHIP -- All students will leave
grades 4, 8, and 12 having demonstrated competency over challenging subject
matter including English, mathematics, science, foreign languages, civics and
government, economics, the arts, history, and geography,
and every school in America will ensure that all students learn to use their
minds well, so they may be prepared for responsible citizenship, further
learning, and productive employment in our Nation's modern economy.
-------------------------------------------------------
In 1992, approximately one-fourth of 4th and 8th graders and more than
one-third of 12th graders met the Goals Panel's
performance standard in READING. Reading achievement remained unchanged
among the 4th and 8th graders, and decreased significantly among 12th graders
by 1994. Disparities in reading performance between White and minority
students did not improve between 1992 and 1994.
In 1992, over half of 4th graders and over three-fourths of
8th graders who provided narrative papers could produce basis,
extended, developed, or elaborated responses to narrative
WRITING tasks.
In 1990, only one out of every five students in Grade 8, and
only one out of every eight students in Grades 4 and 12, had
met the Goals Panel's performance standard in MATHEMATICS. Mathematics
achievement increased significantly in 1992 among 4th and 8th graders, but
not among 12th graders. Between 1990 and 1992, the gap in mathematics
performance widened between Hispanic and White students in Grade 8, and
between Black and White students in grades 4 and 8. As White students moved
ahead, Black and Hispanic students fell further behind.
In 1994, approximately one in six 4th graders, one in seven
8th graders, and only one out of every ten 12th graders met
the Goals Panel's performance standard in U.S. HISTORY. In
1994, the proportions of White and minority students who met
the Goals Panel's performance standard in U.S. history
differed by 8 to 18 percentage points. Achievement gaps
between White and minority students were increasingly smaller in higher
grades.
In 1994, approximately one in four 4th, 8th, and 12th graders
met the Goals Panel's performance standard in GEOGRAPHY. In
1994, the proportions of White and minority students who met
the Goals Panel's performance standard in geography differed
by 19 to 31 percentage points.
--------------------------------------------------------
GOAL 4: TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT --
The Nation's teaching force will have access to programs for
the continued improvement of their professional skills and the opportunity to
acquire the knowledge and skills needed to instruct and prepare all American
students for the next century.
--------------------------------------------------------
In 1991, 66% of secondary school teachers held an
undergraduate or graduate DEGREE in their main teaching
assignment. By 1994, this percentage had decreased to 63%.
In 1994, 85% of teachers reported that they participated in
various in-service or PROFESSIONAL DEVELOPMENT programs on one or more
topics, such as uses of educational technology,
methods of teaching subject field, in-dept study in teaching
field, or student assessment.
--------------------------------------------------------
GOAL 5: MATHEMATICS AND SCIENCE -- United States students will be first in
the world in mathematics and science
achievement.
--------------------------------------------------------
In 1991, American 13-year-olds were outperformed by students in Korea,
Switzerland, and Taiwan in all areas tested on an international MATHEMATICS
assessment, and by students in France and Hungary in four out of the five
areas tested.
In 1991, American 13-year-olds were outperformed by students in Hungary,
Korea, and Taiwan in three out of four areas tested on an international
SCIENCE assessment.
In 1991, 39% of DEGREES AWARDED TO MINORITY UNDERGRADUATES
(Blacks, Hispanics, and American Indians/Alaskan Natives) were in
mathematics and science. By 1993, this percentage had not changed.
Thirty-five percent of degrees awarded to female undergraduates were in
mathematics and science in 1991, and this percentage increased to 36% in
1993.
--------------------------------------------------------
GOAL 6: ADULT LITERACY AND LIFELONG LEARNING -- Every adult American will be
literate and will possess the knowledge and skills necessary to compete in a
global economy and exercise the rights and responsibilities of citizenship.
--------------------------------------------------------
Nearly half of all American adults READ AND WRITE at the two lowest of
five levels of English proficiency; 52% scored at or above level 3. Although
adults who score below level 3 do
have some limited literacy skills, they are not likely to be
able to perform the range of complex literacy tasks that the
National Education Goals Panel considers important for
competing successfully in a global economy and exercising
fully the rights and responsibilities of citizenship.
In 1991, the gap in ADULT EDUCATION PARTICIPATION rates
between adults who had high school diploma or less and those with
additional postsecondary education or technical training was 27 percentage
points. In 1995, the gap had increased to 32 percentage points.
In 1990, disparities in COLLEGE ENROLLMENT rates were 14
percentage points between White and Black students and 11
percentage points between White and Hispanic students. Gaps had not
decreased significantly for either group by 1993.
In 1992, disparities in COLLEGE COMPLETION rates were 16
percentage points between White and Black students and 15
percentage points between White and Hispanic students. Gaps showed no
significant change for either group by 1994.
--------------------------------------------------------
GOAL 7: SAFE, DISCIPLINED, AND ALCOHOL- AND DRUG-FREE SCHOOLS --
Every school in the United States will be free of drugs,
violence, and the unauthorized presence of firearms and
alcohol and will offer a disciplined environment
conducive to learning.
--------------------------------------------------------
Between 1991 and 1994, the percentage of 10th graders who
reported that they had used an illicit DRUG during the
previous year increased significantly, from 24% to 33%.
Between 1993 and 1994, there was no significant change in the percentage
of 10th graders who reported that they had used ALCOHOL during the previous
year.
Attempted DRUG SALES at school increased significantly between 1992 and
1994, according to student reports.
In 1991, four out of ten 10th graders reported that they had
been THREATENED OR INJURED at school during the previous year.
By 1994, the percentage had been significantly reduced.
One out of every ten public school TEACHERS reported in 1991 that they had
been THREATENED OR PHYSICALLY ATTACKED by a student from their school during
the previous year. By 1994, that proportion had increased to about one out
of every seven.
In 1992, 17% of 10th graders reported that other students
INTERFERED with their own learning at least six times a week. No
reduction in class disruptions was seen over the next two years.
In 1991, over one-third of all secondary school teachers felt
that student MISBEHAVIOR INTERFERED with their teaching. This percentage
had risen to 46% in 1994.
--------------------------------------------------------
GOAL 8: PARENTAL PARTICIPATION -- Every school will promote partnerships
that will increase parental involvement and participation in promoting the
social, emotional, and
academic growth of children.
--------------------------------------------------------
In 1992, 77% of parents of public school 8th graders attended
PARENT-TEACHER CONFERENCES, according to teachers' reports.
In 1992, 62% of parents of public school 8th graders
participated in POLICY DECISIONS, according to principals'
reports.
In 1993, 63% of parents of students in Grades 3-12 reported
that they participated in two or more ACTIVITIES in their
child's school. These activities included attending a general
school meeting, attending a school or class event, and acting
as a volunteer at the school or serving on a school committee.
------------------------------------------------------
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------------------------------------------------------
Kirk Winters
Office of the Under Secretary
U.S. Department of Education
kwinters@inet.ed.gov
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