Copyright 1999 Federal Document Clearing House, Inc.
Federal Document Clearing House Congressional Testimony
September 08, 1999
SECTION: CAPITOL HILL HEARING TESTIMONY
LENGTH: 1700 words
HEADLINE:
TESTIMONY September 08, 1999 THOMAS J. STOBIE PRINCIPAL JACKSON HIGH SCHOOL
HOUSE EDUCATION AND THE WORKFORCE OVERSIGHT AND INVESTIGATIONS
"IMPROVING STUDENT ACHIEVEMENT AND REFORMING THE FEDERAL ROLE IN EDUCATION "
BATTLE CREEK AREA MATHEMATICS AND SCIENCE CENTER
BODY:
TESTIMONY BEFORE THE U.S. HOUSE COMMITTEE ON EDUCATION AND THE WORKFORCE S
SUBCOMMITTEE FIELD HEARING ON IMPROVING STUDENT ACHIEVEMENT AND REFORMING THE
FEDERAL ROLE IN EDUCATION Thomas J. Stobie - Principal Jackson High School NASSP
President September 8, 1999 Distinguished members of the committee. My name is
Tom Stobie. I am the principal of Jackson High School in Jackson, Michigan and
the President of the Michigan Association of Secondary School Principals
(NASSP.) I am also a member of the National Association of Secondary School
Principals (NASSP) among other organizations. I am honored to be asked to
testify this morning before this group and I am proud to represent both Jackson
High School and the 2000 members of MASSP. Research continues to show that the
role of the principal in schools is critical. Good schools have good principals.
As in the congress or any body where people are served, the leader sets the tone
for the organization. This is never more true than in the principalship. Raising
student achievement should be the number one goal of all schools. In order to do
that, a number of areas of support are necessary. I will be pointing those out
today from the view point of the principal. Many of my points this morning will
also be from a national perspective. The National Association of Secondary
School Principals has expressed a strong interest in the reauthorization of ESEA
and I bring to you this morning many of their thoughts as well. Reauthorization
of the Elementary and Secondary Education Act (ESEA) is critical for the nation
s public schools to remain competitive in today s climate of "choice." In the
past, ESEA has provided funding to states and localities for programs and
services that "equalize the playing field" for disadvantaged students, or it has
provided enhanced services that public schools would not otherwise be able to
afford. These services included: Title I which has helped disadvantaged children
meet high educational standards. The Safe and Drug-Free Schools Program which
has helped schools create environments conducive to teaching and learning
through efforts to reduce the use of drugs, alcohol and tobacco, and by
responding to the increase in violence on school campuses. The Dwight D.
Eisenhower Professional Development Program which has ensured that teachers have
access to effective practices so that high standards can be achieved in the area
of teaching and learning. Title VI which has enabled all local education
agencies to implement innovative strategies to reach school reform goals. More
recently, additions to ESEA have included linkages to national goals and
standards with requirements of more accountability and assessment mechanisms.
These additions have been improvements to the law which have led to better
administration, teaching, and student performance. Additionally, it is
recommended that reauthorization include a greater focus on middle and high
school education, support instructional leadership training initiatives for
principals, recognize the key role of principals in providing safe and effective
learning environments and provide additional opportunity for all children to
learn. A Greater Focus on Middle Level and High School Education Judging from
the Third International Mathematics and Science Study (TIMSS), middle and
secondary students continue to be behind their peers in other countries.
Recently, Title I funds earmarked for secondary use have been diverted to the
elementary level causing excellent test scores in those areas but doing little
for the middle and high school student. Early childhood programs targeting the
pre-K and elementary grades have provided a "safety net" that many children
need, and elementary schools have seen improvements in performance as a result
of these investments. Many educators see interventions in primary grades as
"inoculating" children against future school failure, but continuing support is
needed as students progress through the middle and high school grades. A
comprehensive middle level and high school initiative is needed which would
include a whole range of programs needed to support successful reform: Proven
standards-based reform models that middle level and high schools may use to
ensure quality education; Professional development opportunities for principals
and assistant principals to ensure the leadership skills and knowledge base
necessary to manage high-performing schools; School safety, and facility
construction and renovation programs that create effective learning
environments; Technology infrastructure improvements and help with restructuring
of space and time to bring schools into the 21st Century. Support for
Instructional Leadership Training Initiatives for Principals Research shows that
even though superintendents are satisfied with the educational preparation of
the principal candidates they currently receive, shortages of qualified
candidates exist all over Michigan and indeed in all regions of the United
States and in all types of schools (rural, suburban, and urban). MASSP and NASSP
strongly support a federal role to help assure sufficient numbers of qualified
candidates for the principalship. As schools reach to meet the challenges of the
next century, qualified leadership plays a key role in setting the course for
attaining success. Both MASSP and NASSP recommend funding a program under Title
II of ESEA, the Dwight D. Eisenhower Professional Development Program, which
would provide funds for grants to LEAs for the purposes of: providing leadership
training to principals; recruiting candidates to the principalship in
elementary, middle and secondary schools; and offering continuing education in
the area of best practices for principals. Recognizing the Key Role of
Principals in Providing Safe and Effective Learning Environments Although
schools remain among the safest places for young people, incidents of violence
within the classroom threaten that environment. Recent school shootings in
communities across the nation are poignant examples that schools are no longer
protected from the horrific acts that once took place outside of the school
doors. The Safe and Drug Free Schools Act has historically provided states and
localities with resources to address these problems by implementing innovative
programs which help ensure safe, disciplined, and drug-free schools. Especially
useful are programs which are helping students learn how to effectively deal
with anger so that future violent incidents can be avoided. In addition, The Gun
Free Schools Act signals that violence will not be tolerated under any
circumstances, and supports the notion that students and teachers must feel safe
if they are going to be able to learn and teach successfully. But if these laws
are to realize full potential, all federal directives must work in tandem and
all children must be treated equally where discipline and safety are concerned.
The Gun Free Schools Act is restricted by other federal mandates which qualify
the situations when disciplinary action is acceptable. Specifically, the
Individuals with Disabilities Education Act (IDEA) enacts a
conflicting requirement concerning the length of time a disabled student can be
disciplined. Although the recent IDEA final regulations have helped to clarify
some misinterpretation of the law, the rules regarding discipline in this area
must be unambiguous and equally applied to all students involving an issue as
important as school safety. A principal s ability to ensure a safe learning
environment for all children is inhibited by this double standard. Providing the
Opportunity for All Children to Learn Educational choice and vouchers in
particular are matters which will surely be debated as Congress reauthorizes
ESEA. Educational "choice" must be defined in its broadest sense as increasing
the opportunities for all children to learn in ways that best meet their
abilities and needs. It is encouraged that proposals offered in Congress
regarding issues related to choice assure that: The "choice playing field" is
even with all schools required to follow the same mandates, including the
selection, admissions and retention of all students; and the licensing and
certification of all professional staff; All schools comply with state and
federal legislation for the education of all youth, including those in special
education and vocational education programs; Choice does not adversely affect
the ethnic racial balance of the participating school district; All students
have an equal opportunity for the choices offered without discrimination on the
basis of race, sex, socio-economic status, or disability; Schools having a net
loss of students are not unfairly affected financially with their educational
programs suffering a loss of quality; The competitiveness engendered by choice
programs does not eliminate or reduce cooperation among schools and educators
for the benefit of all students; Public funds are not used for the advancement
of religious or political doctrines in violation of historical constitutional
prohibitions; and Schools accepting public funds are accountable to a recognized
public agency and accept responsibility for meeting the needs of students.
Choice can not be viewed as a "fix all" solution to improving schools, but
rather as one option amidst the full range of school reform initiatives. In
conclusion, The Elementary and Secondary Education Act has served public
education well over its long history. Its continuance is a must for public
education to survive into the 21st Century. SUMMARY OF RECOMMENDATIONS
1.Continue the ESEA programs of Title I, The Safe and Drug Free Schools Program,
The Dwight D. Eisenhower Professional Development Program and Title VI.
2.Continue the focus on linkages with national goals and standards. 3.Consider
additional programs that focus on middle level and high school education.
4.Consider support for instructional leadership training initiatives for
principals. 5.Recognize the key role of principals in providing safe and
effective learning environments. 6.Provide the opportunity for all children to
learn.
LOAD-DATE: September 20, 1999
