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"A memorable change must be made in the system of education and knowledge must become so general as to raise the lower ranks of society nearer to the higher. The education of a nation instead of being confined to a few schools and universities for the instruction of the few, must become the national care and expense for the formation of the many." - John Adams |
Federal Role in Public Education Position
New League Study of Education
National Education Standards, Curriculum and Assessment
Resources
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Federal Role in Public Education Position
The LWVUS Board approved a new Education position at its March 2012 meeting. The position is based on responses received from the 377 Leagues across the country that participated in the Education Study. The position states that "the League of Women Voters believes that the federal government shares with other levels of government the responsibility to provide an equitable, quality public education for all children pre-K through grade 12. A quality public education is essential for a strong, viable and sustainable democratic society and is a civil right." Thanks to the many local and state Leagues and ILOs that held meetings, involved their communities, and worked to reach consensus on this critical issue of importance to all Americans. Committee Chairs Peggy Hill (TX) and Joanne Leavitt (CA) and their Committee: Pat Aaron ( IL), Carolyn Jefferson-Jenkins (CO), Patricia Libutti (NJ), Sanford Ostroy (MA), Jean Pierce (IL) and Janelle Rivers (SC) are to be commended for their excellent work and leadership. Click here to read the complete position statement.
New League Study of Education
by Nancy Schwartz, Chairman, Education Committee
At the 2010 convention of the League of Women Voters of the United States, delegates approved a new study entitled The Role of Federal Government in Public Education, pre-K through grade 12. The study has been organized to provide historical perspectives and then to engage members in the discussion of 1) Common Core Standards and Assessments and 2) Funding and Equity issues in the Elementary and Secondary Education Act. After months of delving into a vast amount of resource material and after numerous challenging and heated discussions among ourselves, the LWVNYC Education Committee is ready to lead the membership in two meetings where we will present background information for a series of questions on which we hope to reach consensus.
What is consensus?
Consensus is not the outcome of a vote; it is based on mutual agreement arrived at through discussion in which everyone has an opportunity to express her views and the subject is examined from all sides. It represents an overall sense of the group in relation to specific questions which will then be analyzed to provide the basis for the organization's positions on the issue.
Our consensus meetings will be held on two Wednesdays, October 19 and November 16.
In October we will deal with questions related to Core Standards and Assessments. Click here to view the flyer for our Wednesday, October 19th, meeting.
Our November meeting will cover Funding and Equity.
Call or write the League office if you would like a paper copy of the material.
Ideally, a consensus is the result of give and take at a membership meeting and we hope members will attend and participate in the discussions. We also recognize that many members who wish to participate in this study will be unable to attend daytime meetings. Follow this link to view the consensus questions.
If you cannot be present in person, we hope you will read the background information and give careful consideration to each of the questions. Please call or email the LWVNYC office if you are unable to attend and would like to respond via postal mail. If you return your completed form to the LWVNYC office before November 15, your responses can be incorporated into our overall response.
National Education Standards, Curriculum and Assessment
Based on an article by Mary Hughes
National standards In English Language Arts and Mathematics were developed by the National Governors Association and the Council of Chief State School Officers, not by federal government mandate, and have been adopted by 41 states. They are intended to provide a common educational framework for use in all schools in all states and are designed to prepare all students for college or a career and to have the skills needed to compete effectively in a global market. Schools that adopt the national standards will be teaching the same rigorous content in literacy and mathematics at every grade level from kindergarten to 12.
Should standards be mandated for states to obtain federal funding?
Arguments for:
Arguments against:
Currently, core standards are required only for states applying for the federal grant program "Race to the Top."
Should there be a national assessment aligned with the common core standards?
Arguments for:
Arguments against:
Should national standards lead to a national curriculum?
A curriculum specifies the topics and methods that students will use to master the standards. Some educators believe that the standards alone are not enough to bring improvement. Others believe that a national curriculum would bring unnecessary constraints that stifle creativity and innovation. Both reading skills and math can be taught in many ways.
If we have a national assessment, what information is most important to be reported to parents, teachers, students and the community?
Individual student scores can be interpreted by:
The Role of the Federal Government in Public Education