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(Washington, D.C. 20202 )Tj
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(Dear Mr. Secretary: )Tj
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( )Tj
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(On August 26, 1981, you created the National Commission on Excellence )Tj
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(education in America to you and to the American people by April of )Tj
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(1983. )Tj
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( )Tj
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(It has been my privilege to chair this endeavor and on behalf of the )Tj
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(members of the Commission it is my pleasure to transmit this report, )Tj
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(A Nation at Risk: The Imperative for Educational Reform. )Tj
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(Our purpose has been to help define the problems afflicting American )Tj
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(The Commission deeply believes that the problems we have discerned in )Tj
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(American education can be both understood and corrected if the people )Tj
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(the matter, care enough and are courageous enough to do what is )Tj
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( )Tj
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(Each member of the Commission appreciates your leadership in having )Tj
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(asked this diverse group of persons to examine one of the central )Tj
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(It is our collective and earnest hope that you will continue to )Tj
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(The other Commissioners and I sincerely appreciate the opportunity to )Tj
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T*
(University of Utah and )Tj
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(President-Elect, University of California )Tj
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(Salt Lake City, Utah )Tj
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(Yvonne W. Larsen \(Vice-Chair\) )Tj
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(San Diego, California )Tj
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(William 0. Baker )Tj
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(Bell Telephone Laboratories )Tj
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(Murray Hill, New Jersey )Tj
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( )Tj
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(Anne Campbell )Tj
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(Former Commissioner of Education )Tj
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(State of Nebraska )Tj
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(Emeral A. Crosby )Tj
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(Detroit, Michigan )Tj
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( )Tj
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(Charles A. Foster, Jr. )Tj
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(San Francisco, California )Tj
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(Norman C. Francis )Tj
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(A. Bartlett Giamatti )Tj
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(Yale University )Tj
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(Shirley Gordon )Tj
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(Midway, Washington )Tj
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(Robert V. Haderlein )Tj
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(Girard, Kansas )Tj
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(Gerald Holton )Tj
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(Mallinckrodt Professor of Physics and )Tj
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(Professor of the History of Science )Tj
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(Harvard University )Tj
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(Cambridge, Massachusetts )Tj
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( )Tj
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(Annette Y. Kirk )Tj
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(Mecosta, Michigan )Tj
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(Margaret S. Marston )Tj
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(Albert H. Quie )Tj
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(St. Paul, Minnesota )Tj
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( )Tj
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(Francisco D. Sanchez, Jr. )Tj
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(Superintendent of Schools )Tj
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(Albuquerque Public Schools )Tj
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(Albuquerque, New Mexico )Tj
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( )Tj
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(Glenn T. Seaborg )Tj
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(Berkeley, California )Tj
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(Jay Sommer )Tj
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(National Teacher of the Year, 1981-82 )Tj
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(Foreign Language Department )Tj
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(New Rochelle High School )Tj
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(New Rochelle, New York )Tj
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(Richard Wallace )Tj
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(Principal )Tj
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(Cleveland Heights, Ohio )Tj
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( )Tj
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(A Nation At Risk - April 1983 )Tj
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(INTRODUCTION)Tj
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( )Tj
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(Secretary of Education T. H. Bell created the National Commission on )Tj
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(Excellence in Education on August 26, 1981, directing it to examine )Tj
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(the quality of education in the United States and to make a report to )Tj
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(the Nation and to him within 18 months of its first meeting. In )Tj
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(accordance with the Secretary's instructions, this report contains )Tj
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(practical recommendations for educational improvement and fulfills the )Tj
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(Commission's responsibilities under the terms of its charter. )Tj
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( )Tj
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(The Commission was created as a result of the Secretary's concern )Tj
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(about "the widespread public perception that something is seriously )Tj
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(remiss in our educational system." Soliciting the "support of all who )Tj
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(care about our future," the Secretary noted that he was establishing )Tj
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(the Commission based on his "responsibility to provide leadership, )Tj
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(constructive criticism, and effective assistance to schools and )Tj
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(universities." )Tj
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( )Tj
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(The Commission's charter contained several specific charges to which )Tj
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(we have given particular attention. These included: )Tj
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( )Tj
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(* assessing the quality of teaching and learning in our Nation's )Tj
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(public and private schools, colleges, and universities; )Tj
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( )Tj
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(* comparing American schools and colleges with those of other )Tj
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(advanced nations; )Tj
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(* studying the relationship between college admissions requirements )Tj
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(and student achievement in high school; )Tj
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( )Tj
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(* identifying educational programs which result in notable student )Tj
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(success in college; )Tj
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( )Tj
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(* assessing the degree to which major social and educational changes )Tj
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(in the last quarter century have affected student achievement; and )Tj
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( )Tj
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( )Tj
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(* defining problems which must be faced and overcome if we are )Tj
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(successfully to pursue the course of excellence in education. )Tj
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( )Tj
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( )Tj
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( )Tj
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(The Commission's charter directed it to pay particular attention to )Tj
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(teenage youth, and we have done so largely by focusing on high )Tj
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(schools. Selective attention was given to the formative years spent in )Tj
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(elementary schools, to higher education, and to vocational and )Tj
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(technical programs. We refer those interested in the need for similar )Tj
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(Council on Education, To Strengthen the Quality of Higher Education. )Tj
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( )Tj
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( )Tj
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(In going about its work the Commission has relied in the main upon )Tj
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(five sources of information: )Tj
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( )Tj
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(* papers commissioned from experts on a variety of educational )Tj
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(issues; )Tj
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( )Tj
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(* administrators, teachers, students, representatives of )Tj
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(professional and public groups, parents, business leaders, public )Tj
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(officials, and scholars who testified at eight meetings of the )Tj
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(full Commission, six public hearings, two panel discussions, a )Tj
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(symposium, and a series of meetings organized by the Department of )Tj
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(Education's Regional Offices; )Tj
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( )Tj
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(* existing analyses of problems in education; )Tj
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( )Tj
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(* letters from concerned citizens, teachers, and administrators who )Tj
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(volunteered extensive comments on problems and possibilities in )Tj
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(American education; and )Tj
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(* descriptions of notable programs and promising approaches in )Tj
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( )Tj
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(To these public-minded citizens who took the trouble to share their )Tj
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(concerns with us--frequently at their own expense in time, money, and )Tj
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(effort--we extend our thanks. In all cases, we have benefited from )Tj
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(their advice and taken their views into account; how we have treated )Tj
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(their suggestions is, of course, our responsibility alone. In )Tj
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(addition, we are grateful to the individuals in schools, universities, )Tj
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(foundations, business, government, and communities throughout the )Tj
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(United States who provided the facilities and staff so necessary to )Tj
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(the success of our many public functions. )Tj
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( )Tj
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(The Commission was impressed during the course of its activities by )Tj
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(the diversity of opinion it received regarding the condition of )Tj
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(American education and by conflicting views about what should be done. )Tj
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(In many ways, the membership of the Commission itself reflected that )Tj
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(diversity and difference of opinion during the course of its work. )Tj
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(This report, nevertheless, gives evidence that men and women of good )Tj
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(will can agree on common goals and on ways to pursue them. )Tj
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( )Tj
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(The Commission's charter, the authors and topics of commissioned )Tj
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(papers, a list of the public events, and a roster of the Commission's )Tj
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(staff are included in the appendices which complete this volume. )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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(A Nation At Risk - April 1983 )Tj
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( )Tj
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( )Tj
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(_________________________________________________________________ )Tj
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( )Tj
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(All, regardless of race or class or economic status, are entitled to )Tj
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(a fair chance and to the tools for developing their individual powers )Tj
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(of mind and spirit to the utmost. This promise means that all children )Tj
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(by virtue of their own efforts, competently guided, can hope to attain )Tj
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(the mature and informed judgement needed to secure gainful employment, )Tj
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(and to manage their own lives, thereby serving not only their own )Tj
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(interests but also the progress of society itself. )Tj
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(_________________________________________________________________ )Tj
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(Our Nation is at risk. Our once unchallenged preeminence in commerce, )Tj
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(industry, science, and technological innovation is being overtaken by )Tj
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(competitors throughout the world. This report is concerned with only )Tj
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(one of the many causes and dimensions of the problem, but it is the )Tj
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(one that undergirds American prosperity, security, and civility. We )Tj
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(report to the American people that while we can take justifiable pride )Tj
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(in what our schools and colleges have historically accomplished and )Tj
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(contributed to the United States and the well-being of its people, the )Tj
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(educational foundations of our society are presently being eroded by a )Tj
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(rising tide of mediocrity that threatens our very future as a Nation )Tj
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(and a people. What was unimaginable a generation ago has begun to )Tj
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(occur--others are matching and surpassing our educational attainments. )Tj
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(If an unfriendly foreign power had attempted to impose on America the )Tj
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(mediocre educational performance that exists today, we might well have )Tj
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(viewed it as an act of war. As it stands, we have allowed this to )Tj
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(happen to ourselves. We have even squandered the gains in student )Tj
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(achievement made in the wake of the Sputnik challenge. Moreover, we )Tj
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(have dismantled essential support systems which helped make those )Tj
T*
(gains possible. We have, in effect, been committing an act of )Tj
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(unthinking, unilateral educational disarmament. )Tj
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( )Tj
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(Our society and its educational institutions seem to have lost sight )Tj
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(of the basic purposes of schooling, and of the high expectations and )Tj
T*
(disciplined effort needed to attain them. This report, the result of )Tj
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(18 months of study, seeks to generate reform of our educational system )Tj
T*
(in fundamental ways and to renew the Nation's commitment to schools )Tj
T*
(and colleges of high quality throughout the length and breadth of our )Tj
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(land. )Tj
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( )Tj
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(That we have compromised this commitment is, upon reflection, hardly )Tj
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(surprising, given the multitude of often conflicting demands we have )Tj
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(placed on our Nation's schools and colleges. They are routinely called )Tj
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(on to provide solutions to personal, social, and political problems )Tj
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(that the home and other institutions either will not or cannot )Tj
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(resolve. We must understand that these demands on our schools and )Tj
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(colleges often exact an educational cost as well as a financial one. )Tj
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( )Tj
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(On the occasion of the Commission's first meeting, President Reagan )Tj
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(noted the central importance of education in American life when he )Tj
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(said: "Certainly there are few areas of American life as important to )Tj
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(our society, to our people, and to our families as our schools and )Tj
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(colleges." This report, therefore, is as much an open letter to the )Tj
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(what is right for their children and for the generations to come. )Tj
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( )Tj
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(The Risk )Tj
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( )Tj
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(History is not kind to idlers. The time is long past when American's )Tj
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(destiny was assured simply by an abundance of natural resources and )Tj
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(inexhaustible human enthusiasm, and by our relative isolation from the )Tj
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(malignant problems of older civilizations. The world is indeed one )Tj
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(global village. We live among determined, well-educated, and strongly )Tj
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(motivated competitors. We compete with them for international standing )Tj
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(and markets, not only with products but also with the ideas of our )Tj
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(laboratories and neighborhood workshops. America's position in the )Tj
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(world may once have been reasonably secure with only a few )Tj
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(exceptionally well-trained men and women. It is no longer. )Tj
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( )Tj
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(The risk is not only that the Japanese make automobiles more )Tj
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(efficiently than Americans and have government subsidies for )Tj
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(development and export. It is not just that the South Koreans recently )Tj
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(built the world's most efficient steel mill, or that American machine )Tj
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(tools, once the pride of the world, are being displaced by German )Tj
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(products. It is also that these developments signify a redistribution )Tj
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(of trained capability throughout the globe. Knowledge, learning, )Tj
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(information, and skilled intelligence are the new raw materials of )Tj
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(international commerce and are today spreading throughout the world as )Tj
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(vigorously as miracle drugs, synthetic fertilizers, and blue jeans did )Tj
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(earlier. If only to keep and improve on the slim competitive edge we )Tj
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(still retain in world markets, we must dedicate ourselves to the )Tj
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(reform of our educational system for the benefit of all--old and young )Tj
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(alike, affluent and poor, majority and minority. Learning is the )Tj
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(indispensable investment required for success in the "information age" )Tj
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(we are entering. )Tj
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( )Tj
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(Our concern, however, goes well beyond matters such as industry and )Tj
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(commerce. It also includes the intellectual, moral, and spiritual )Tj
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(strengths of our people which knit together the very fabric of our )Tj
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(society. The people of the United States need to know that individuals )Tj
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(training essential to this new era will be effectively )Tj
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(disenfranchised, not simply from the material rewards that accompany )Tj
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(competent performance, but also from the chance to participate fully )Tj
T*
(in our national life. A high level of shared education is essential to )Tj
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(a free, democratic society and to the fostering of a common culture, )Tj
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(especially in a country that prides itself on pluralism and individual )Tj
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( )Tj
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(For our country to function, citizens must be able to reach some )Tj
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(common understandings on complex issues, often on short notice and on )Tj
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(the basis of conflicting or incomplete evidence. Education helps form )Tj
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(these common understandings, a point Thomas Jefferson made long ago in )Tj
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(his justly famous dictum: )Tj
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( )Tj
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(I know no safe depository of the ultimate powers of the society but )Tj
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(the people themselves; and if we think them not enlightened enough )Tj
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(to exercise their control with a wholesome discretion, the remedy is )Tj
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(not to take it from them but to inform their discretion. )Tj
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( )Tj
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(Part of what is at risk is the promise first made on this continent: )Tj
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(All, regardless of race or class or economic status, are entitled to a )Tj
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(fair chance and to the tools for developing their individual powers of )Tj
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(mind and spirit to the utmost. This promise means that all children by )Tj
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(virtue of their own efforts, competently guided, can hope to attain )Tj
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(the mature and informed judgment needed to secure gainful employment, )Tj
T*
(and to manage their own lives, thereby serving not only their own )Tj
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(interests but also the progress of society itself. )Tj
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( )Tj
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(Indicators of the Risk )Tj
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( )Tj
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(The educational dimensions of the risk before us have been amply )Tj
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(documented in testimony received by the Commission. For example: )Tj
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( )Tj
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(* International comparisons of student achievement, completed a )Tj
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(decade ago, reveal that on 19 academic tests American students )Tj
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(were never first or second and, in comparison with other )Tj
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(industrialized nations, were last seven times. )Tj
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( )Tj
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(* Some 23 million American adults are functionally illiterate by the )Tj
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(simplest tests of everyday reading, writing, and comprehension. )Tj
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( )Tj
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(* About 13 percent of all 17-year-olds in the United States can be )Tj
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(considered functionally illiterate. Functional illiteracy among )Tj
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(minority youth may run as high as 40 percent. )Tj
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( )Tj
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(* Average achievement of high school students on most standardized )Tj
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(* Over half the population of gifted students do not match their )Tj
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(* The College Board's Scholastic Aptitude Tests \(SAT\) demonstrate a )Tj
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(virtually unbroken decline from 1963 to 1980. Average verbal )Tj
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(scores fell over 50 points and average mathematics scores dropped )Tj
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(nearly 40 points. )Tj
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( )Tj
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(* College Board achievement tests also reveal consistent declines in )Tj
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(recent years in such subjects as physics and English. )Tj
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( )Tj
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(* Both the number and proportion of students demonstrating superior )Tj
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(achievement on the SATs \(i.e., those with scores of 650 or higher\) )Tj
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(have also dramatically declined. )Tj
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( )Tj
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(* Many 17-year-olds do not possess the "higher order" intellectual )Tj
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(skills we should expect of them. Nearly 40 percent cannot draw )Tj
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(inferences from written material; only one-fifth can write a )Tj
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(persuasive essay; and only one-third can solve a mathematics )Tj
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(problem requiring several steps. )Tj
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( )Tj
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(* There was a steady decline in science achievement scores of U.S. )Tj
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(17-year-olds as measured by national assessments of science in )Tj
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(1969, 1973, and 1977. )Tj
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( )Tj
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(* Between 1975 and 1980, remedial mathematics courses in public )Tj
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(4-year colleges increased by 72 percent and now constitute )Tj
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(one-quarter of all mathematics courses taught in those )Tj
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(institutions. )Tj
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(* Average tested achievement of students graduating from college is )Tj
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(also lower. )Tj
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( )Tj
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(* Business and military leaders complain that they are required to )Tj
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(spend millions of dollars on costly remedial education and )Tj
T*
(training programs in such basic skills as reading, writing, )Tj
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(spelling, and computation. The Department of the Navy, for )Tj
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(example, reported to the Commission that one-quarter of its recent )Tj
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(recruits cannot read at the ninth grade level, the minimum needed )Tj
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(simply to understand written safety instructions. Without remedial )Tj
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(work they cannot even begin, much less complete, the sophisticated )Tj
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(training essential in much of the modern military. )Tj
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( )Tj
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( )Tj
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(These deficiencies come at a time when the demand for highly skilled )Tj
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(* Computers and computer-controlled equipment are penetrating every )Tj
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(aspect of our lives--homes, factories, and offices. )Tj
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( )Tj
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(* One estimate indicates that by the turn of the century millions of )Tj
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(jobs will involve laser technology and robotics. )Tj
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( )Tj
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(* Technology is radically transforming a host of other occupations. )Tj
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(They include health care, medical science, energy production, food )Tj
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(processing, construction, and the building, repair, and )Tj
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(maintenance of sophisticated scientific, educational, military, )Tj
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(and industrial equipment. )Tj
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( )Tj
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( )Tj
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( )Tj
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(Analysts examining these indicators of student performance and the )Tj
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(demands for new skills have made some chilling observations. )Tj
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(Educational researcher Paul Hurd concluded at the end of a thorough )Tj
T*
(national survey of student achievement that within the context of the )Tj
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(modern scientific revolution, "We are raising a new generation of )Tj
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(Americans that is scientifically and technologically illiterate." In a )Tj
T*
(similar vein, John Slaughter, a former Director of the National )Tj
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(Science Foundation, warned of "a growing chasm between a small )Tj
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(scientific and technological elite and a citizenry ill-informed, )Tj
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(indeed uninformed, on issues with a science component." )Tj
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(But the problem does not stop there, nor do all observers see it the )Tj
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(same way. Some worry that schools may emphasize such rudiments as )Tj
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(reading and computation at the expense of other essential skills such )Tj
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(as comprehension, analysis, solving problems, and drawing conclusions. )Tj
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(Still others are concerned that an over-emphasis on technical and )Tj
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(occupational skills will leave little time for studying the arts and )Tj
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(humanities that so enrich daily life, help maintain civility, and )Tj
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(develop a sense of community. Knowledge of the humanities, they )Tj
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(maintain, must be harnessed to science and technology if the latter )Tj
T*
(are to remain creative and humane, just as the humanities need to be )Tj
T*
(informed by science and technology if they are to remain relevant to )Tj
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(the human condition. Another analyst, Paul Copperman, has drawn a )Tj
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(sobering conclusion. Until now, he has noted: )Tj
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(Each generation of Americans has outstripped its parents in )Tj
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(education, in literacy, and in economic attainment. For the first )Tj
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(time in the history of our country, the educational skills of one )Tj
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(generation will not surpass, will not equal, will not even approach, )Tj
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(It is important, of course, to recognize that the average citizen )Tj
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(today is better educated and more knowledgeable than the average )Tj
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(citizen of a generation ago--more literate, and exposed to more )Tj
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(mathematics, literature, and science. The positive impact of this fact )Tj
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(on the well-being of our country and the lives of our people cannot be )Tj
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(overstated. Nevertheless, the average graduate of our schools and )Tj
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(colleges today is not as well-educated as the average graduate of 25 )Tj
T*
(or 35 years ago, when a much smaller proportion of our population )Tj
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(completed high school and college. The negative impact of this fact )Tj
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(likewise cannot be overstated. )Tj
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( )Tj
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(Hope and Frustration )Tj
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( )Tj
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(Statistics and their interpretation by experts show only the surface )Tj
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(dimension of the difficulties we face. Beneath them lies a tension )Tj
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(between hope and frustration that characterizes current attitudes )Tj
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(about education at every level. )Tj
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( )Tj
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(We have heard the voices of high school and college students, school )Tj
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(board members, and teachers; of leaders of industry, minority groups, )Tj
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(and higher education; of parents and State officials. We could hear )Tj
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(the hope evident in their commitment to quality education and in their )Tj
T*
(descriptions of outstanding programs and schools. We could also hear )Tj
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(the intensity of their frustration, a growing impatience with )Tj
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(shoddiness in many walks of American life, and the complaint that this )Tj
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(shoddiness is too often reflected in our schools and colleges. Their )Tj
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(frustration threatens to overwhelm their hope. )Tj
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( )Tj
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(What lies behind this emerging national sense of frustration can be )Tj
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(described as both a dimming of personal expectations and the fear of )Tj
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(losing a shared vision for America. )Tj
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( )Tj
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(On the personal level the student, the parent, and the caring teacher )Tj
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(all perceive that a basic promise is not being kept. More and more )Tj
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(young people emerge from high school ready neither for college nor for )Tj
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(work. This predicament becomes more acute as the knowledge base )Tj
T*
(continues its rapid expansion, the number of traditional jobs shrinks, )Tj
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(and new jobs demand greater sophistication and preparation. )Tj
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(On a broader scale, we sense that this undertone of frustration has )Tj
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(generations, races, and political and economic groups. We have come to )Tj
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(demands have already appeared and could well become a unifying )Tj
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(national preoccupation. This unity, however, can be achieved only if )Tj
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(we avoid the unproductive tendency of some to search for scapegoats )Tj
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(among the victims, such as the beleaguered teachers. )Tj
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( )Tj
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(On the positive side is the significant movement by political and )Tj
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(educational leaders to search for solutions--so far centering largely )Tj
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(on the nearly desperate need for increased support for the teaching of )Tj
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(mathematics and science. This movement is but a start on what we )Tj
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(believe is a larger and more educationally encompassing need to )Tj
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(improve teaching and learning in fields such as English, history, )Tj
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(geography, economics, and foreign languages. We believe this movement )Tj
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(must be broadened and directed toward reform and excellence throughout )Tj
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(education. )Tj
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( )Tj
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(Excellence in Education )Tj
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( )Tj
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(We define "excellence" to mean several related things. At the level of )Tj
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(the individual learner, it means performing on the boundary of )Tj
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(individual ability in ways that test and push back personal limits, in )Tj
T*
(school and in the workplace. Excellence characterizes a school or )Tj
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(college that sets high expectations and goals for all learners, then )Tj
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(tries in every way possible to help students reach them. Excellence )Tj
T*
(characterizes a society that has adopted these policies, for it will )Tj
T*
(then be prepared through the education and skill of its people to )Tj
T*
(respond to the challenges of a rapidly changing world. Our Nation's )Tj
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(people and its schools and colleges must be committed to achieving )Tj
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(excellence in all these senses. )Tj
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(We do not believe that a public commitment to excellence and )Tj
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(educational reform must be made at the expense of a strong public )Tj
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(commitment to the equitable treatment of our diverse population. The )Tj
T*
(twin goals of equity and high-quality schooling have profound and )Tj
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(practical meaning for our economy and society, and we cannot permit )Tj
T*
(one to yield to the other either in principle or in practice. To do so )Tj
T*
(would deny young people their chance to learn and live according to )Tj
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(their aspirations and abilities. It also would lead to a generalized )Tj
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(accommodation to mediocrity in our society on the one hand or the )Tj
T*
(creation of an undemocratic elitism on the other. )Tj
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( )Tj
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(Our goal must be to develop the talents of all to their fullest. )Tj
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(Attaining that goal requires that we expect and assist all students to )Tj
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(work to the limits of their capabilities. We should expect schools to )Tj
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(support and encourage their children to make the most of their talents )Tj
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(and abilities. )Tj
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( )Tj
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(The search for solutions to our educational problems must also include )Tj
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(a commitment to life-long learning. The task of rebuilding our system )Tj
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(of learning is enormous and must be properly understood and taken )Tj
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(seriously: Although a million and a half new workers enter the economy )Tj
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(each year from our schools and colleges, the adults working today will )Tj
T*
(still make up about 75 percent of the workforce in the year 2000. )Tj
T*
(These workers, and new entrants into the workforce, will need further )Tj
T*
(education and retraining if they--and we as a Nation--are to thrive )Tj
T*
(and prosper. )Tj
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( )Tj
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(The Learning Society )Tj
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( )Tj
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(In a world of ever-accelerating competition and change in the )Tj
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(conditions of the workplace, of ever-greater danger, and of )Tj
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(ever-larger opportunities for those prepared to meet them, educational )Tj
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(reform should focus on the goal of creating a Learning Society. At the )Tj
T*
(heart of such a society is the commitment to a set of values and to a )Tj
T*
(system of education that affords all members the opportunity to )Tj
T*
(stretch their minds to full capacity, from early childhood through )Tj
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(adulthood, learning more as the world itself changes. Such a society )Tj
T*
(has as a basic foundation the idea that education is important not )Tj
T*
(only because of what it contributes to one's career goals but also )Tj
T*
(because of the value it adds to the general quality of one's life. )Tj
T*
(Also at the heart of the Learning Society are educational )Tj
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(opportunities extending far beyond the traditional institutions of )Tj
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(learning, our schools and colleges. They extend into homes and )Tj
T*
(workplaces; into libraries, art galleries, museums, and science )Tj
T*
(centers; indeed, into every place where the individual can develop and )Tj
T*
(mature in work and life. In our view, formal schooling in youth is the )Tj
T*
(essential foundation for learning throughout one's life. But without )Tj
T*
(life-long learning, one's skills will become rapidly dated. )Tj
0 -1.1 TD
( )Tj
T*
(In contrast to the ideal of the Learning Society, however, we find )Tj
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(that for too many people education means doing the minimum work )Tj
T*
(necessary for the moment, then coasting through life on what may have )Tj
T*
(been learned in its first quarter. But this should not surprise us )Tj
T*
(because we tend to express our educational standards and expectations )Tj
T*
(largely in terms of "minimum requirements." And where there should be )Tj
T*
(a coherent continuum of learning, we have none, but instead an often )Tj
T*
(incoherent, outdated patchwork quilt. Many individual, sometimes )Tj
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(heroic, examples of schools and colleges of great merit do exist. Our )Tj
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(findings and testimony confirm the vitality of a number of notable )Tj
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(schools and programs, but their very distinction stands out against a )Tj
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(vast mass shaped by tensions and pressures that inhibit systematic )Tj
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(academic and vocational achievement for the majority of students. In )Tj
0 -1.2 TD
(some metropolitan areas basic literacy has become the goal rather than )Tj
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(the starting point. In some colleges maintaining enrollments is of )Tj
T*
(greater day-to-day concern than maintaining rigorous academic )Tj
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(standards. And the ideal of academic excellence as the primary goal of )Tj
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(schooling seems to be fading across the board in American education. )Tj
0 -1.1 TD
( )Tj
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(Thus, we issue this call to all who care about America and its future: )Tj
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(to parents and students; to teachers, administrators, and school board )Tj
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(members; to colleges and industry; to union members and military )Tj
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(leaders; to governors and State legislators; to the President; to )Tj
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(members of Congress and other public officials; to members of learned )Tj
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(and scientific societies; to the print and electronic media; to )Tj
T*
(concerned citizens everywhere. America is at risk. )Tj
0 -1.1 TD
( )Tj
T*
(We are confident that America can address this risk. If the tasks we )Tj
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(set forth are initiated now and our recommendations are fully realized )Tj
T*
(over the next several years, we can expect reform of our Nation's )Tj
T*
(schools, colleges, and universities. This would also reverse the )Tj
T*
(current declining trend--a trend that stems more from weakness of )Tj
T*
(purpose, confusion of vision, underuse of talent, and lack of )Tj
T*
(leadership, than from conditions beyond our control. )Tj
0 -1.1 TD
( )Tj
T*
(The Tools at Hand )Tj
T*
( )Tj
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(It is our conviction that the essential raw materials needed to reform )Tj
0 -1.2 TD
(our educational system are waiting to be mobilized through effective )Tj
T*
(leadership: )Tj
0 -1.1 TD
( )Tj
T*
(* the natural abilities of the young that cry out to be developed )Tj
0 -1.2 TD
(and the undiminished concern of parents for the well-being of )Tj
T*
(their children; )Tj
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( )Tj
T*
(* the commitment of the Nation to high retention rates in schools )Tj
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(and colleges and to full access to education for all; )Tj
0 -1.1 TD
( )Tj
T*
(* the persistent and authentic American dream that superior )Tj
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(performance can raise one's state in life and shape one's own )Tj
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(future; )Tj
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( )Tj
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(* the dedication, against all odds, that keeps teachers serving in )Tj
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(schools and colleges, even as the rewards diminish; )Tj
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( )Tj
T*
(* our better understanding of learning and teaching and the )Tj
0 -1.2 TD
(implications of this knowledge for school practice, and the )Tj
T*
(numerous examples of local success as a result of superior effort )Tj
T*
(and effective dissemination; )Tj
0 -1.1 TD
( )Tj
T*
(* the ingenuity of our policymakers, scientists, State and local )Tj
0 -1.2 TD
(educators, and scholars in formulating solutions once problems are )Tj
T*
(better understood; )Tj
0 -1.1 TD
( )Tj
T*
(* the traditional belief that paying for education is an investment )Tj
0 -1.2 TD
(in ever-renewable human resources that are more durable and )Tj
T*
(flexible than capital plant and equipment, and the availability in )Tj
T*
(this country of sufficient financial means to invest in education; )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
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(* the equally sound tradition, from the Northwest Ordinance of 1787 )Tj
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(until today, that the Federal Government should supplement State, )Tj
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(local, and other resources to foster key national educational )Tj
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(goals; and )Tj
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( )Tj
T*
(* the voluntary efforts of individuals, businesses, and parent and )Tj
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(civic groups to cooperate in strengthening educational programs. )Tj
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( )Tj
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(These raw materials, combined with the unparalleled array of )Tj
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(educational organizations in America, offer us the possibility to )Tj
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(create a Learning Society, in which public, private, and parochial )Tj
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(schools; colleges and universities; vocational and technical schools )Tj
T*
(and institutes; libraries; science centers, museums, and other )Tj
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(cultural institutions; and corporate training and retraining programs )Tj
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(offer opportunities and choices for all to learn throughout life. )Tj
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( )Tj
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(The Public's Commitment )Tj
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( )Tj
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(Of all the tools at hand, the public's support for education is the )Tj
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(most powerful. In a message to a National Academy of Sciences meeting )Tj
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(in May 1982, President Reagan commented on this fact when he said: )Tj
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( )Tj
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(This public awareness--and I hope public action--is long overdue.... )Tj
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(This country was built on American respect for education. . . Our )Tj
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(challenge now is to create a resurgence of that thirst for education )Tj
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(that typifies our Nation's history. )Tj
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(the Public Schools strongly supported a theme heard during our )Tj
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(hearings: People are steadfast in their belief that education is the )Tj
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(major foundation for the future strength of this country. They even )Tj
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(considered education more important than developing the best )Tj
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(industrial system or the strongest military force, perhaps because )Tj
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(they understood education as the cornerstone of both. They also held )Tj
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(that education is "extremely important" to one's future success, and )Tj
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(that public education should be the top priority for additional )Tj
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(Federal funds. Education occupied first place among 12 funding )Tj
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(categories considered in the survey--above health care, welfare, and )Tj
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(military defense, with 55 percent selecting public education as one of )Tj
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(their first three choices. Very clearly, the public understands the )Tj
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(primary importance of education as the foundation for a satisfying )Tj
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(life, an enlightened and civil society, a strong economy, and a secure )Tj
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(Nation. )Tj
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( )Tj
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(At the same time, the public has no patience with undemanding and )Tj
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(superfluous high school offerings. In another survey, more than 75 )Tj
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(percent of all those questioned believed every student planning to go )Tj
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(to college should take 4 years of mathematics, English, history/U.S. )Tj
T*
(government, and science, with more than 50 percent adding 2 years each )Tj
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(of a foreign language and economics or business. The public even )Tj
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(supports requiring much of this curriculum for students who do not )Tj
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(plan to go to college. These standards far exceed the strictest high )Tj
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(school graduation requirements of any State today, and they also )Tj
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(exceed the admission standards of all but a handful of our most )Tj
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(selective colleges and universities. )Tj
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( )Tj
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(Another dimension of the public's support offers the prospect of )Tj
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(constructive reform. The best term to characterize it may simply be )Tj
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(the honorable word "patriotism." Citizens know intuitively what some )Tj
T*
(of the best economists have shown in their research, that education is )Tj
T*
(one of the chief engines of a society's material well-being. They )Tj
T*
(know, too, that education is the common bond of a pluralistic society )Tj
T*
(and helps tie us to other cultures around the globe. Citizens also )Tj
T*
(know in their bones that the safety of the United States depends )Tj
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(principally on the wit, skill, and spirit of a self-confident people, )Tj
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(today and tomorrow. It is, therefore, essential--especially in a )Tj
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(period of long-term decline in educational achievement--for government )Tj
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(at all levels to affirm its responsibility for nurturing the Nation's )Tj
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(intellectual capital. )Tj
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( )Tj
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(And perhaps most important, citizens know and believe that the meaning )Tj
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(seems to many today. Americans like to think of this Nation as the )Tj
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(preeminent country for generating the great ideas and material )Tj
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(benefits for all mankind. The citizen is dismayed at a steady 15-year )Tj
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(decline in industrial productivity, as one great American industry )Tj
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(after another falls to world competition. The citizen wants the )Tj
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(country to act on the belief, expressed in our hearings and by the )Tj
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(large majority in the Gallup Poll, that education should be at the top )Tj
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(of the Nation's agenda. )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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(A Nation at Risk - 1983 )Tj
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(FINDINGS)Tj
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( )Tj
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( )Tj
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(We conclude that declines in educational performance are in large part )Tj
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(the result of disturbing inadequacies in the way the educational )Tj
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(process itself is often conducted. The findings that follow, culled )Tj
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(from a much more extensive list, reflect four important aspects of the )Tj
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(educational process: content, expectations, time, and teaching. )Tj
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( )Tj
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(Findings Regarding Content )Tj
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( )Tj
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(By content we mean the very "stuff" of education, the curriculum. )Tj
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(Because of our concern about the curriculum, the Commission examined )Tj
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(patterns of courses high school students took in 1964-69 compared with )Tj
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(course patterns in 1976-81. On the basis of these analyses we )Tj
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(conclude: )Tj
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(* Secondary school curricula have been homogenized, diluted, and )Tj
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(diffused to the point that they no longer have a central purpose. )Tj
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(In effect, we have a cafeteria style curriculum in which the )Tj
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(appetizers and desserts can easily be mistaken for the main )Tj
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(courses. Students have migrated from vocational and college )Tj
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(preparatory programs to "general track" courses in large numbers. )Tj
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(The proportion of students taking a general program of study has )Tj
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(increased from 12 percent in 1964 to 42 percent in 1979. )Tj
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( )Tj
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(* This curricular smorgasbord, combined with extensive student )Tj
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(choice, explains a great deal about where we find ourselves today. )Tj
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(We offer intermediate algebra, but only 31 percent of our recent )Tj
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(high school graduates complete it; we offer French I, but only 13 )Tj
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(percent complete it; and we offer geography, but only 16 percent )Tj
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(complete it. Calculus is available in schools enrolling about 60 )Tj
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(percent of all students, but only 6 percent of all students )Tj
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(complete it. )Tj
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( )Tj
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(* Twenty-five percent of the credits earned by general track high )Tj
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(school students are in physical and health education, work )Tj
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(experience outside the school, remedial English and mathematics, )Tj
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(and personal service and development courses, such as training for )Tj
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(adulthood and marriage. )Tj
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( )Tj
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(Findings Regarding Expectations )Tj
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(We define expectations in terms of the level of knowledge, abilities, )Tj
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(and skills school and college graduates should possess. They also )Tj
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(refer to the time, hard work, behavior, self-discipline, and )Tj
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(motivation that are essential for high student achievement. Such )Tj
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(expectations are expressed to students in several different ways: )Tj
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(* by grades, which reflect the degree to which students demonstrate )Tj
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(their mastery of subject matter; )Tj
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(* through high school and college graduation requirements, which )Tj
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(tell students which subjects are most important; )Tj
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( )Tj
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(* by the presence or absence of rigorous examinations requiring )Tj
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(students to demonstrate their mastery of content and skill before )Tj
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(receiving a diploma or a degree; )Tj
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(* by college admissions requirements, which reinforce high school )Tj
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(standards; and )Tj
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(* by the difficulty of the subject matter students confront in their )Tj
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(texts and assigned readings. )Tj
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( )Tj
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(Our analyses in each of these areas indicate notable deficiencies: )Tj
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(* The amount of homework for high school seniors has decreased )Tj
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(\(two-thirds report less than 1 hour a night\) and grades have risen )Tj
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(as average student achievement has been declining. )Tj
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(* In many other industrialized nations, courses in mathematics )Tj
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(\(other than arithmetic or general mathematics\), biology, )Tj
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(chemistry, physics, and geography start in grade 6 and are )Tj
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(required of all students. The time spent on these subjects, )Tj
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(based on class hours, is about three times that spent by even the )Tj
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(most science-oriented U.S. students, i.e., those who select 4 )Tj
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(years of science and mathematics in secondary school. )Tj
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( )Tj
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(* A 1980 State-by-State survey of high school diploma requirements )Tj
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(reveals that only eight States require high schools to offer )Tj
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(foreign language instruction, but none requires students to take )Tj
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(the courses. Thirty-five States require only 1 year of )Tj
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(mathematics, and 36 require only 1 year of science for a diploma. )Tj
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(* In 13 States, 50 percent or more of the units required for high )Tj
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(school graduation may be electives chosen by the student. Given )Tj
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(this freedom to choose the substance of half or more of their )Tj
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(education, many students opt for less demanding personal service )Tj
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(courses, such as bachelor living. )Tj
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(* "Minimum competency" examinations \(now required in 37 States\) fall )Tj
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("maximum," thus lowering educational standards for all. )Tj
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(* One-fifth of all 4-year public colleges in the United States must )Tj
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(accept every high school graduate within the State regardless of )Tj
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(program followed or grades, thereby serving notice to high school )Tj
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(students that they can expect to attend college even if they do )Tj
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(not follow a demanding course of study in high school or perform )Tj
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(well. )Tj
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(* About 23 percent of our more selective colleges and universities )Tj
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(reported that their general level of selectivity declined during )Tj
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(the 1970s, and 29 percent reported reducing the number of specific )Tj
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(high school courses required for admission \(usually by dropping )Tj
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(foreign language requirements, which are now specified as a )Tj
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(condition for admission by only one-fifth of our institutions of )Tj
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(higher education\). )Tj
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(* Too few experienced teachers and scholars are involved in writing )Tj
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(have been "written down" by their publishers to ever-lower reading )Tj
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(* A recent study by Education Products Information Exchange revealed )Tj
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(that a majority of students were able to master 80 percent of the )Tj
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(material in some of their subject-matter texts before they had )Tj
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(even opened the books. Many books do not challenge the students to )Tj
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(whom they are assigned. )Tj
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(* Expenditures for textbooks and other instructional materials have )Tj
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(declined by 50 percent over the past 17 years. While some )Tj
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(recommend a level of spending on texts of between 5 and 10 percent )Tj
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(of the operating costs of schools, the budgets for basal texts and )Tj
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(related materials have been dropping during the past decade and a )Tj
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(half to only 0.7 percent today. )Tj
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( )Tj
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(Findings Regarding Time )Tj
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( )Tj
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(Evidence presented to the Commission demonstrates three disturbing )Tj
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(facts about the use that American schools and students make of time: )Tj
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(\(1\) compared to other nations, American students spend much less time \
)Tj
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(often used ineffectively; and \(3\) schools are not doing enough to help\
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( )Tj
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(* In England and other industrialized countries, it is not unusual )Tj
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(school, 220 days per year. In the United States, by contrast, the )Tj
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(typical school day lasts 6 hours and the school year is 180 days. )Tj
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(* In many schools, the time spent learning how to cook and drive )Tj
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(counts as much toward a high school diploma as the time spent )Tj
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(studying mathematics, English, chemistry, U.S. history, or )Tj
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(* A study of the school week in the United States found that some )Tj
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(during the week, and the average school provided about 22. )Tj
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( )Tj
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(* A California study of individual classrooms found that because of )Tj
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(* In most schools, the teaching of study skills is haphazard and )Tj
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( )Tj
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(Findings Regarding Teaching )Tj
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(The Commission found that not enough of the academically able students )Tj
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(are being attracted to teaching; that teacher preparation programs )Tj
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(teachers is on the whole unacceptable; and that a serious shortage of )Tj
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(teachers exists in key fields. )Tj
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(* Too many teachers are being drawn from the bottom quarter of )Tj
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(graduating high school and college students. )Tj
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( )Tj
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(* The teacher preparation curriculum is weighted heavily with )Tj
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(courses in "educational methods" at the expense of courses in )Tj
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(subjects to be taught. A survey of 1,350 institutions training )Tj
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(teachers indicated that 41 percent of the time of elementary )Tj
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(school teacher candidates is spent in education courses, which )Tj
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(reduces the amount of time available for subject matter courses. )Tj
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(* The average salary after 12 years of teaching is only $17,000 per )Tj
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(with part-time and summer employment. In addition, individual )Tj
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(decisions as, for example, textbook selection. )Tj
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(* Despite widespread publicity about an overpopulation of teachers, )Tj
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(severe shortages of certain kinds of teachers exist: in the fields )Tj
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(of mathematics, science, and foreign languages; and among )Tj
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(specialists in education for gifted and talented, language )Tj
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(minority, and handicapped students. )Tj
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(* The shortage of teachers in mathematics and science is )Tj
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(particularly severe. A 1981 survey of 45 States revealed shortages )Tj
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(of mathematics teachers in 43 States, critical shortages of earth )Tj
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(sciences teachers in 33 States, and of physics teachers )Tj
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(everywhere. )Tj
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(* Half of the newly employed mathematics, science, and English )Tj
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( )Tj
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( )Tj
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(A Nation at Risk - April 1983 )Tj
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(RECOMMENDATIONS)Tj
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(In light of the urgent need for improvement, both immediate and long )Tj
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(term, this Commission has agreed on a set of recommendations that the )Tj
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(American people can begin to act on now, that can be implemented over )Tj
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(the next several years, and that promise lasting reform. The topics )Tj
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(are familiar; there is little mystery about what we believe must be )Tj
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(done. Many schools, districts, and States are already giving serious )Tj
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(and constructive attention to these matters, even though their plans )Tj
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(may differ from our recommendations in some details. )Tj
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(We wish to note that we refer to public, private, and parochial )Tj
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(schools and colleges alike. All are valuable national resources. )Tj
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(Examples of actions similar to those recommended below can be found in )Tj
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(each of them. )Tj
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(We must emphasize that the variety of student aspirations, abilities, )Tj
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(satisfy diverse needs. Attention must be directed to both the nature )Tj
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(of the content available and to the needs of particular learners. The )Tj
T*
(most gifted students, for example, may need a curriculum enriched and )Tj
T*
(accelerated beyond even the needs of other students of high ability. )Tj
T*
(Similarly, educationally disadvantaged students may require special )Tj
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(curriculum materials, smaller classes, or individual tutoring to help )Tj
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(them master the material presented. Nevertheless, there remains a )Tj
T*
(common expectation: We must demand the best effort and performance )Tj
T*
(from all students, whether they are gifted or less able, affluent or )Tj
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(disadvantaged, whether destined for college, the farm, or industry. )Tj
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( )Tj
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(Our recommendations are based on the beliefs that everyone can learn, )Tj
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(that everyone is born with an urge to learn which can be nurtured, )Tj
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(that a solid high school education is within the reach of virtually )Tj
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(Recommendation A: Content )Tj
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( )Tj
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( )Tj
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( )Tj
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(We recommend that State and local high school graduation )Tj
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(requirements be strengthened and that, at a minimum, all students )Tj
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(seeking a diploma be required to lay the foundations in the Five New )Tj
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(Basics by taking the following curriculum during their 4 years of high )Tj
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(school: \(a\)years of English; \(b\)years of mathematics; \(c\) 3 )Tj
T*
(years of science; \(d\)years of social studies; and \(e\) one-half year \
)Tj
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(of computer science. For the college-bound, 2 years of foreign )Tj
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(language in high school are strongly recommended in addition to those )Tj
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(taken earlier. )Tj
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(_________________________________________________________________ )Tj
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( )Tj
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(Whatever the student's educational or work objectives, knowledge of )Tj
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(the New Basics is the foundation of success for the after-school years )Tj
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(and, therefore, forms the core of the modern curriculum. A high level )Tj
T*
(of shared education in these Basics, together with work in the fine )Tj
T*
(and performing arts and foreign languages, constitutes the mind and )Tj
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(spirit of our culture. The following Implementing Recommendations are )Tj
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(intended as illustrative descriptions. They are included here to )Tj
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(clarify what we mean by the essentials of a strong curriculum. )Tj
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( )Tj
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(Implementing Recommendations )Tj
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( )Tj
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(1. The teaching of English in high school should equip graduates )Tj
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(to: \(a\) comprehend, interpret, evaluate, and use what they read; )Tj
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(\(b\)well-organized, effective papers; \(c\) effectively )Tj
T*
(and discuss ideas intelligently; and \(d\)our literary )Tj
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(heritage and how it enhances imagination and ethical )Tj
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(understanding, and how it relates to the customs, ideas, and )Tj
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(values of today's life and culture. )Tj
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( )Tj
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(2. The teaching of mathematics in high school should equip )Tj
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(graduates to: \(a\)geometric and algebraic concepts; )Tj
T*
(\(b\)elementary probability and statistics; \(c\) apply )Tj
T*
(mathematics in everyday situations; and \(d\) estimate, approximate, )Tj
T*
(measure, and test the accuracy of their calculations. In addition )Tj
T*
(to the traditional sequence of studies available for college-bound )Tj
T*
(students, new, equally demanding mathematics curricula need to be )Tj
T*
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(education immediately. )Tj
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( )Tj
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(3. The teaching of science in high school should provide graduates )Tj
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(scientific inquiry and reasoning; \(c\)application of )Tj
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(scientific knowledge to everyday life; and \(d\) social and )Tj
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(environmental implications of scientific and technological )Tj
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(development. Science courses must be revised and updated for both )Tj
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(in the Community" program. )Tj
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( )Tj
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(4. The teaching of social studies in high school should be designed )Tj
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(within the larger social and cultural structure; \(b\) understand )Tj
T*
(the broad sweep of both ancient and contemporary ideas that have )Tj
T*
(shaped our world; and \(c\)the fundamentals of how our )Tj
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(economic system works and how our political system functions; and )Tj
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(\(d\)the difference between free and repressive societies. An )Tj
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(understanding of each of these areas is requisite to the informed )Tj
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(and committed exercise of citizenship in our free society. )Tj
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( )Tj
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(5. The teaching of computer science in high school should equip )Tj
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(graduates to: \(a\)the computer as an information, )Tj
T*
(computation, and communication device; \(b\)the computer in the )Tj
T*
(study of the other Basics and for personal and work-related )Tj
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(purposes; and \(c\)the world of computers, electronics, )Tj
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(and related technologies. )Tj
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( )Tj
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(In addition to the New Basics, other important curriculum matters )Tj
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(must be addressed. )Tj
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( )Tj
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(6. Achieving proficiency in a foreign language ordinarily requires )Tj
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(from 4 to 6 years of study and should, therefore, be started in )Tj
T*
(the elementary grades. We believe it is desirable that students )Tj
T*
(achieve such proficiency because study of a foreign language )Tj
T*
(introduces students to non-English-speaking cultures, heightens )Tj
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(awareness and comprehension of one's native tongue, and serves the )Tj
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(Nation's needs in commerce, diplomacy, defense, and education. )Tj
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( )Tj
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(7. The high school curriculum should also provide students with )Tj
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(programs requiring rigorous effort in subjects that advance )Tj
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(students' personal, educational, and occupational goals, such as )Tj
T*
(the fine and performing arts and vocational education. These areas )Tj
T*
(complement the New Basics, and they should demand the same level )Tj
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( )Tj
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(8. The curriculum in the crucial eight grades leading to the high )Tj
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(school years should be specifically designed to provide a sound )Tj
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(base for study in those and later years in such areas as English )Tj
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(language development and writing, computational and problem )Tj
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(solving skills, science, social studies, foreign language, and the )Tj
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(arts. These years should foster an enthusiasm for learning and the )Tj
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(development of the individual's gifts and talents. )Tj
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( )Tj
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(9. We encourage the continuation of efforts by groups such as the )Tj
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(American Chemical Society, the American Association for the )Tj
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(Advancement of Science, the Modern Language Association, and the )Tj
T*
(National Councils of Teachers of English and Teachers of )Tj
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(Mathematics, to revise, update, improve, and make available new )Tj
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(and more diverse curricular materials. We applaud the consortia of )Tj
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(educators and scientific, industrial, and scholarly societies that )Tj
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(cooperate to improve the school curriculum. )Tj
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( )Tj
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(Recommendation B: Standards and Expectations )Tj
T*
( )Tj
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( )Tj
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(________________________________________________________________ )Tj
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( )Tj
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(We recommend that schools, colleges, and universities adopt more )Tj
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(rigorous and measurable standards, and higher expectations, for )Tj
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(academic performance and student conduct, and that 4-year colleges and )Tj
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(universities raise their requirements for admission. This will help )Tj
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(students do their best educationally with challenging materials in an )Tj
T*
(environment that supports learning and authentic accomplishment. )Tj
T*
(_________________________________________________________________ )Tj
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( )Tj
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(Implementing Recommendations )Tj
T*
( )Tj
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(1. Grades should be indicators of academic achievement so they can be )Tj
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(relied on as evidence of a student's readiness for further study. )Tj
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( )Tj
T*
(2. Four-year colleges and universities should raise their admissions )Tj
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(requirements and advise all potential applicants of the standards )Tj
T*
(for admission in terms of specific courses required, performance )Tj
T*
(in these areas, and levels of achievement on standardized )Tj
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(achievement tests in each of the five Basics and, where )Tj
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(applicable, foreign languages. )Tj
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( )Tj
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(3. Standardized tests of achievement \(not to be confused with )Tj
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(aptitude tests\) should be administered at major transition points )Tj
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(to: \(a\)the student's credentials; \(b\) the need )Tj
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(for remedial intervention; and \(c\)the opportunity for )Tj
T*
(advanced or accelerated work. The tests should be administered as )Tj
0 -1.2 TD
(part of a nationwide \(but not Federal\) system of State and local )Tj
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(standardized tests. This system should include other diagnostic )Tj
T*
(procedures that assist teachers and students to evaluate student )Tj
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(progress. )Tj
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( )Tj
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(4. Textbooks and other tools of learning and teaching should be )Tj
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(upgraded and updated to assure more rigorous content. We call upon )Tj
T*
(university scientists, scholars, and members of professional )Tj
T*
(societies, in collaboration with master teachers, to help in this )Tj
T*
(task, as they did in the post-Sputnik era. They should assist )Tj
T*
(willing publishers in developing the products or publish their own )Tj
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(alternatives where there are persistent inadequacies. )Tj
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( )Tj
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(5. In considering textbooks for adoption, States and school districts )Tj
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(should: \(a\)texts and other materials on their ability to )Tj
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(present rigorous and challenging material clearly; and \(b\) require\
)Tj
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(publishers to furnish evaluation data on the material's )Tj
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(effectiveness. )Tj
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( )Tj
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(6. Because no textbook in any subject can be geared to the needs of )Tj
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(all students, funds should be made available to support text )Tj
T*
(development in "thin-market" areas, such as those for )Tj
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(disadvantaged students, the learning disabled, and the gifted and )Tj
T*
(talented. )Tj
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( )Tj
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(7. To assure quality, all publishers should furnish evidence of the )Tj
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(quality and appropriateness of textbooks, based on results from )Tj
T*
(field trials and credible evaluation. In view of the enormous )Tj
T*
(numbers and varieties of texts available, more widespread consumer )Tj
T*
(information services for purchasers are badly needed. )Tj
0 -1.1 TD
( )Tj
T*
(8. New instructional materials should reflect the most current )Tj
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(applications of technology in appropriate curriculum areas, the )Tj
T*
(best scholarship in each discipline, and research in learning and )Tj
T*
(teaching. )Tj
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( )Tj
T*
(Recommendation C: Time )Tj
T*
( )Tj
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( )Tj
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(_________________________________________________________________ )Tj
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( )Tj
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(We recommend that significantly more time be devoted to learning )Tj
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(the New Basics. This will require more effective use of the existing )Tj
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(school day, a longer school day, or a lengthened school year. )Tj
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(_________________________________________________________________ )Tj
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( )Tj
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(Implementing Recommendations )Tj
T*
( )Tj
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(1. Students in high schools should be assigned far more homework than )Tj
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(is now the case. )Tj
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( )Tj
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(2. Instruction in effective study and work skills, which are )Tj
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(essential if school and independent time is to be used )Tj
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(efficiently, should be introduced in the early grades and )Tj
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(continued throughout the student's schooling. )Tj
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( )Tj
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(3. School districts and State legislatures should strongly consider )Tj
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(7-hour school days, as well as a 200- to 220-day school year. )Tj
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( )Tj
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(4. The time available for learning should be expanded through better )Tj
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(classroom management and organization of the school day. If )Tj
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(needs of slow learners, the gifted, and others who need more )Tj
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( )Tj
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(5. The burden on teachers for maintaining discipline should be )Tj
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(conduct that are enforced consistently, and by considering )Tj
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(alternative classrooms, programs, and schools to meet the needs of )Tj
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(continually disruptive students. )Tj
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( )Tj
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(6. Attendance policies with clear incentives and sanctions should be )Tj
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(and tardiness. )Tj
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( )Tj
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(7. Administrative burdens on the teacher and related intrusions into )Tj
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(learning. )Tj
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( )Tj
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(8. Placement and grouping of students, as well as promotion and )Tj
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(students and their instructional needs, rather than by rigid )Tj
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(Recommendation D: Teaching )Tj
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(_________________________________________________________________ )Tj
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( )Tj
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(This recommendation consists of seven parts. Each is intended to )Tj
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(improve the preparation of teachers or to make teaching a more )Tj
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(recommendation. )Tj
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(_________________________________________________________________ )Tj
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( )Tj
T*
(1. Persons preparing to teach should be required to meet high )Tj
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(educational standards, to demonstrate an aptitude for teaching, )Tj
T*
(and to demonstrate competence in an academic discipline. Colleges )Tj
T*
(and universities offering teacher preparation programs should be )Tj
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(judged by how well their graduates meet these criteria. )Tj
0 -1.1 TD
( )Tj
T*
(2. Salaries for the teaching profession should be increased and )Tj
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(should be professionally competitive, market-sensitive, and )Tj
T*
(performance-based. Salary, promotion, tenure, and retention )Tj
T*
(decisions should be tied to an effective evaluation system that )Tj
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(includes peer review so that superior teachers can be rewarded, )Tj
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(average ones encouraged, and poor ones either improved or )Tj
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(terminated. )Tj
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( )Tj
T*
(3. School boards should adopt an 11-month contract for teachers. This )Tj
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(would ensure time for curriculum and professional development, )Tj
T*
(programs for students with special needs, and a more adequate )Tj
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(level of teacher compensation. )Tj
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( )Tj
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(4. School boards, administrators, and teachers should cooperate to )Tj
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(develop career ladders for teachers that distinguish among the )Tj
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(beginning instructor, the experienced teacher, and the master )Tj
T*
(teacher. )Tj
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( )Tj
T*
(5. Substantial nonschool personnel resources should be employed to )Tj
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(help solve the immediate problem of the shortage of mathematics )Tj
T*
(and science teachers. Qualified individuals, including recent )Tj
T*
(graduates with mathematics and science degrees, graduate students, )Tj
T*
(and industrial and retired scientists could, with appropriate )Tj
T*
(preparation, immediately begin teaching in these fields. A number )Tj
T*
(of our leading science centers have the capacity to begin )Tj
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(educating and retraining teachers immediately. Other areas of )Tj
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(critical teacher need, such as English, must also be addressed. )Tj
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( )Tj
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(6. Incentives, such as grants and loans, should be made available to )Tj
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(attract outstanding students to the teaching profession, )Tj
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(particularly in those areas of critical shortage. )Tj
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( )Tj
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(7. Master teachers should be involved in designing teacher )Tj
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(preparation programs and in supervising teachers during their )Tj
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(probationary years. )Tj
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( )Tj
T*
(Recommendation E: Leadership and Fiscal Support )Tj
T*
( )Tj
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( )Tj
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(_________________________________________________________________ )Tj
T*
( )Tj
T*
(We recommend that citizens across the Nation hold educators and )Tj
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(elected officials responsible for providing the leadership necessary )Tj
T*
(to achieve these reforms, and that citizens provide the fiscal support )Tj
T*
(and stability required to bring about the reforms we propose. )Tj
T*
(_________________________________________________________________ )Tj
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( )Tj
T*
(Implementing Recommendations )Tj
T*
( )Tj
T*
(1. Principals and superintendents must play a crucial leadership role )Tj
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(in developing school and community support for the reforms we )Tj
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(propose, and school boards must provide them with the professional )Tj
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(development and other support required to carry out their )Tj
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(leadership role effectively. The Commission stresses the )Tj
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(distinction between leadership skills involving persuasion, )Tj
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(setting goals and developing community consensus behind them, and )Tj
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(managerial and supervisory skills. Although the latter are )Tj
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(necessary, we believe that school boards must consciously develop )Tj
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(leadership skills at the school and district levels if the reforms )Tj
T*
(we propose are to be achieved. )Tj
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( )Tj
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(2. State and local officials, including school board members, )Tj
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(governors, and legislators, have the primary responsibility for )Tj
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(financing and governing the schools, and should incorporate the )Tj
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(reforms we propose in their educational policies and fiscal )Tj
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(planning. )Tj
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( )Tj
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(3. The Federal Government, in cooperation with States and localities, )Tj
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(and language minority students, and the handicapped. In )Tj
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( )Tj
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(4. In addition, we believe the Federal Government's role includes )Tj
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(several functions of national consequence that States and )Tj
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(localities alone are unlikely to be able to meet: protecting )Tj
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(constitutional and civil rights for students and school personnel; )Tj
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(collecting data, statistics, and information about education )Tj
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(generally; supporting curriculum improvement and research on )Tj
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(teaching, learning, and the management of schools; supporting )Tj
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(teacher training in areas of critical shortage or key national )Tj
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(needs; and providing student financial assistance and research and )Tj
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(graduate training. We believe the assistance of the Federal )Tj
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(Government should be provided with a minimum of administrative )Tj
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(burden and intrusiveness. )Tj
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( )Tj
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(5. The Federal Government has the primary responsibility to )Tj
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(identify the national interest in education. It should also help )Tj
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(fund and support efforts to protect and promote that interest. It )Tj
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(must provide the national leadership to ensure that the Nation's )Tj
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(public and private resources are marshaled to address the issues )Tj
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(discussed in this report. )Tj
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( )Tj
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(6. This Commission calls upon educators, parents, and public )Tj
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(officials at all levels to assist in bringing about the )Tj
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(educational reform proposed in this report. We also call upon )Tj
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(citizens to provide the financial support necessary to accomplish )Tj
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(these purposes. Excellence costs. But in the long run mediocrity )Tj
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(costs far more. )Tj
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( )Tj
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(America Can Do It )Tj
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( )Tj
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(Despite the obstacles and difficulties that inhibit the pursuit of )Tj
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(superior educational attainment, we are confident, with history as our )Tj
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(guide, that we can meet our goal. The American educational system has )Tj
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(responded to previous challenges with remarkable success. In the 19th )Tj
T*
(century our land-grant colleges and universities provided the research )Tj
T*
(and training that developed our Nation's natural resources and the )Tj
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(rich agricultural bounty of the American farm. From the late 1800s )Tj
T*
(through mid-20th century, American schools provided the educated )Tj
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(workforce needed to seal the success of the Industrial Revolution and )Tj
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(to provide the margin of victory in two world wars. In the early part )Tj
T*
(of this century and continuing to this very day, our schools have )Tj
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(absorbed vast waves of immigrants and educated them and their children )Tj
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(to productive citizenship. Similarly, the Nation's Black colleges have )Tj
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(of college-educated Black Americans. )Tj
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( )Tj
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(More recently, our institutions of higher education have provided the )Tj
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(scientists and skilled technicians who helped us transcend the )Tj
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(boundaries of our planet. In the last 30 years, the schools have been )Tj
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(a major vehicle for expanded social opportunity, and now graduate 75 )Tj
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(percent of our young people from high school. Indeed, the proportion )Tj
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(of Americans of college age enrolled in higher education is nearly )Tj
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(twice that of Japan and far exceeds other nations such as France, West )Tj
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(Germany, and the Soviet Union. Moreover, when international )Tj
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(comparisons were last made a decade ago, the top 9 percent of American )Tj
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(students compared favorably in achievement with their peers in other )Tj
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(countries. )Tj
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( )Tj
0 -1.1 TD
(In addition, many large urban areas in recent years report that )Tj
0 -1.2 TD
(average student achievement in elementary schools is improving. More )Tj
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(and more schools are also offering advanced placement programs and )Tj
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(programs for gifted and talented students, and more and more students )Tj
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(are enrolling in them. )Tj
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( )Tj
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(We are the inheritors of a past that gives us every reason to believe )Tj
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(that we will succeed. )Tj
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( )Tj
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(A Word to Parents and Students )Tj
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( )Tj
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(The task of assuring the success of our recommendations does not fall )Tj
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(to the schools and colleges alone. Obviously, faculty members and )Tj
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(administrators, along with policymakers and the mass media, will play )Tj
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(a crucial role in the reform of the educational system. But even more )Tj
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(important is the role of parents and students, and to them we speak )Tj
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(directly. )Tj
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( )Tj
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(To Parents )Tj
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( )Tj
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( )Tj
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( )Tj
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(You know that you cannot confidently launch your children into today's )Tj
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(world unless they are of strong character and well-educated in the use )Tj
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(of language, science, and mathematics. They must possess a deep )Tj
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(respect for intelligence, achievement, and learning, and the skills )Tj
T*
(needed to use them; for setting goals; and for disciplined work. That )Tj
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(respect must be accompanied by an intolerance for the shoddy and )Tj
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(second-rate masquerading as "good enough." )Tj
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( )Tj
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(You have the right to demand for your children the best our schools )Tj
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(and colleges can provide. Your vigilance and your refusal to be )Tj
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(satisfied with less than the best are the imperative first step. But )Tj
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(your right to a proper education for your children carries a double )Tj
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(responsibility. As surely as you are your child's first and most )Tj
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(influential teacher, your child's ideas about education and its )Tj
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(significance begin with you. You must be a _living_ example of what )Tj
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(you expect your children to honor and to emulate. Moreover, you bear a )Tj
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(responsibility to participate actively in your child's education. You )Tj
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(should encourage more diligent study and discourage satisfaction with )Tj
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(mediocrity and the attitude that says "let it slide"; monitor your )Tj
T*
(child's study; encourage good study habits; encourage your child to )Tj
T*
(take more demanding rather than less demanding courses; nurture your )Tj
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(child's curiosity, creativity, and confidence; and be an active )Tj
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(participant in the work of the schools. Above all, exhibit a )Tj
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(commitment to continued learning in your own life. Finally, help your )Tj
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(children understand that excellence in education cannot be achieved )Tj
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(without intellectual and moral integrity coupled with hard work and )Tj
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(commitment. Children will look to their parents and teachers as models )Tj
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(of such virtues. )Tj
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( )Tj
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(To Students )Tj
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( )Tj
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( )Tj
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( )Tj
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(You forfeit your chance for life at its fullest when you withhold your )Tj
0 -1.2 TD
(best effort in learning. When you give only the minimum to learning, )Tj
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(you receive only the minimum in return. Even with your parents' best )Tj
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(example and your teachers' best efforts, in the end it is _your_ work )Tj
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(that determines how much and how well you learn. When you work to your )Tj
0 -1.2 TD
(full capacity, you can hope to attain the knowledge and skills that )Tj
T*
(will enable you to create your future and control your destiny. If you )Tj
T*
(do not, you will have your future thrust upon you by others. Take hold )Tj
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(of your life, apply your gifts and talents, work with dedication and )Tj
T*
(self-discipline. Have high expectations for yourself and convert every )Tj
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(challenge into an opportunity. )Tj
0 -1.1 TD
( )Tj
T*
(A Final Word )Tj
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( )Tj
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(This is not the first or only commission on education, and some of our )Tj
0 -1.2 TD
(findings are surely not new, but old business that now at last must be )Tj
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(done. For no one can doubt that the United States is under challenge )Tj
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(from many quarters. )Tj
0 -1.1 TD
( )Tj
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(Children born today can expect to graduate from high school in the )Tj
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(year 2000. We dedicate our report not only to these children, but also )Tj
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(to those now in school and others to come. We firmly believe that a )Tj
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(movement of America's schools in the direction called for by our )Tj
0 -1.2 TD
(recommendations will prepare these children for far more effective )Tj
0 -1.2 TD
(lives in a far stronger America. )Tj
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( )Tj
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(Our final word, perhaps better characterized as a plea, is that all )Tj
0 -1.2 TD
(segments of our population give attention to the implementation of our )Tj
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(recommendations. Our present plight did not appear overnight, and the )Tj
T*
(responsibility for our current situation is widespread. Reform of our )Tj
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(educational system will take time and unwavering commitment. It will )Tj
T*
(require equally widespread, energetic, and dedicated action. For )Tj
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(example, we call upon the National Academy of Sciences, National )Tj
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(Academy of Engineering, Institute of Medicine, Science Service, )Tj
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(National Science Foundation, Social Science Research Council, American )Tj
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(Council of Learned Societies, National Endowment for the Humanities, )Tj
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(National Endowment for the Arts, and other scholarly, scientific, and )Tj
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(learned societies for their help in this effort. Help should come from )Tj
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(students themselves; from parents, teachers, and school boards; from )Tj
T*
(colleges and universities; from local, State, and Federal officials; )Tj
T*
(from teachers' and administrators' organizations; from industrial and )Tj
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(labor councils; and from other groups with interest in and )Tj
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(responsibility for educational reform. )Tj
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( )Tj
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(It is their America, and the America of all of us, that is at risk; it )Tj
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(is to each of us that this imperative is addressed. It is by our )Tj
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(willingness to take up the challenge, and our resolve to see it )Tj
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(through, that America's place in the world will be either secured or )Tj
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(forfeited. Americans have succeeded before and so we shall again. )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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(A Nation At Risk - April 1983 )Tj
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( )Tj
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(APPENDIX A: CHARTER--NATIONAL COMMISSION ON EXCELLENCE IN EDUCATION)Tj
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( )Tj
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( )Tj
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(Authority )Tj
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( )Tj
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(20 U.S.C. 1233a. The Commission is governed by the provisions of Part )Tj
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(D of the General Education Provisions Act \(P.L. 90-247 as amended; 20 )Tj
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(U.S.C. 1233 et seq.\) and the Federal Advisory Committee Act \(P.L. )Tj
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(92-463; 5 U.S.C Appendix I\) which set forth standards for the )Tj
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(formation and use of advisory committees. )Tj
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( )Tj
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(Purpose and Functions )Tj
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( )Tj
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(The Commission advises and makes recommendations to the nation and to )Tj
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(the Secretary of Education. To carry out this mission the Commission )Tj
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(is charged with the following responsibilities: )Tj
0 -1.1 TD
( )Tj
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(1. To review and synthesize the data and scholarly literature on the )Tj
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(quality of learning and teaching in the nation's schools, )Tj
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(colleges, and universities, both public and private, with special )Tj
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(concern for the educational experience of teen-age youth; )Tj
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( )Tj
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(2. To examine and to compare and contrast the curricula, standards, )Tj
0 -1.2 TD
(and expectations of the educational systems of several advanced )Tj
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(countries with those of the United States; )Tj
0 -1.1 TD
( )Tj
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(3. To study a representative sampling of university and college )Tj
0 -1.2 TD
(admission standards and lower division course requirements with )Tj
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(particular reference to the impact upon the enhancement of quality )Tj
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(and the promotion of excellence such standards may have on high )Tj
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(school curricula and on expected levels of high school academic )Tj
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(achievement; )Tj
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( )Tj
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(4. To review and to describe educational programs that are recognized )Tj
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(as preparing students who consistently attain higher than average )Tj
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(scores in college entrance examinations and who meet with uncommon )Tj
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(success the demands placed on them by the nation's colleges and )Tj
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(universities; )Tj
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( )Tj
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(5. To review the major changes that have occurred in American )Tj
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(education as well as events in society during the past quarter )Tj
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(century that have significantly affected educational achievement; )Tj
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( )Tj
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(6. To hold hearings and to receive testimony and expert advice on )Tj
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(efforts that could and should be taken to foster higher levels of )Tj
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(quality and academic excellence in the nation's schools, colleges, )Tj
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(and universities; )Tj
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( )Tj
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(7. To do all other things needed to define the problems of and the )Tj
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(barriers to attaining greater levels of excellence in American )Tj
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(education; and )Tj
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( )Tj
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(8. To report and to make practical recommendations for action to be )Tj
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(and others having a vital interest in American education and a )Tj
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(capacity to influence it for the better. )Tj
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( )Tj
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(Structure )Tj
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( )Tj
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(The Commission consists of at least 12, but not more than 19, public )Tj
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(members appointed by the Secretary. The Secretary shall designate a )Tj
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(chairperson from among the members. Among its members the Commission )Tj
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(includes persons who are knowledgeable about educational programs at )Tj
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(various levels and are familiar with views of the public, of )Tj
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(employers, of educators, and of leaders of a range of professions )Tj
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(regarding the status of education today, requirements for the future, )Tj
T*
(and ways the quality of education for all Americans can be improved. )Tj
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( )Tj
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(A quorum of the Commission is a majority of appointed members. )Tj
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( )Tj
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(Terms of service of members end with the termination of the )Tj
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(Commission. )Tj
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( )Tj
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(Hearings on behalf of the Commission may be held by one or more )Tj
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(members with the authorization of the chairperson. )Tj
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( )Tj
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(The Commission may establish standing committees composed exclusively )Tj
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(of its members. Each standing committee complies with the requirements )Tj
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(of applicable statutes and Departmental regulations. Each committee )Tj
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(presents to the Commission findings and recommendations for action by )Tj
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(the full Commission. Timely notification of the establishment of a )Tj
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(committee and any change therein, including its charge, membership, )Tj
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(and frequency of meetings, will be made in writing to the Committee )Tj
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(Management Officer. All committees act under the policies established )Tj
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(by the Commission as a whole. )Tj
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( )Tj
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(Management and staff services are provided by the Executive Director )Tj
0 -1.2 TD
(who serves as the Designated Federal Official to the Commission and by )Tj
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(the National Institute of Education. )Tj
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( )Tj
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(Meetings )Tj
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( )Tj
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(The Commission meets approximately four times a year at the call of )Tj
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(the Chairperson, with the advance approval of the Secretary or the )Tj
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(Designated Federal Official who approves the agenda and is present or )Tj
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(represented at all meetings. Standing committees meet as required at )Tj
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(the call of their Chairperson with the concurrence of the Commission )Tj
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(Chairperson. All meetings are open to the public except as determined )Tj
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(otherwise by the Assistant Secretary for Educational Research and )Tj
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(Improvement. Notice of all meetings shall be given to the public. )Tj
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(Meetings are conducted, and records of proceedings kept, in accordance )Tj
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(with applicable laws and Department regulations. )Tj
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( )Tj
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(Compensation )Tj
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( )Tj
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(In accordance with the General Education Provisions Act and other )Tj
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(applicable laws, Commission members shall be entitled to an honorarium )Tj
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(of $100 per day for official business of the Commission. Their per )Tj
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(diem and travel expenses will be paid in accordance with Federal )Tj
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(Travel Regulations. )Tj
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( )Tj
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(Annual Cost Estimate )Tj
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( )Tj
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(Estimate of the direct cost for operating the Commission, including )Tj
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(compensation and travel expenses for members as well as costs for )Tj
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(studies, but excluding staff support, is $332,000. Estimate of annual )Tj
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(person-years of staff required is 16. Estimate of direct annual costs )Tj
T*
(for administrative support, staff and staff per diem and travel )Tj
T*
(expenses is $453,000. The National Institute of Education will provide )Tj
T*
(additional administrative and research assistance to the Commission. )Tj
0 -1.1 TD
( )Tj
T*
(Reports )Tj
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( )Tj
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(In addition to its final report, which is expected eighteen months )Tj
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(from the initial meeting, the Commission submits to the Congress by )Tj
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(March 31 of each year an annual report which contains as a minimum a )Tj
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(list of the names and business addresses of the members, a list of the )Tj
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(dates and places of the meetings, the functions of the Commission, and )Tj
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(a summary of Commission activities and recommendations made during the )Tj
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(year. Such report is transmitted with the Secretary's annual report to )Tj
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(John Schwille, Michigan State University, East Lansing )Tj
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( )Tj
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("Study Skills Instruction" )Tj
0 -1.1 TD
( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
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(Without a deep, sturdy science and technology foundation, U.S. needs )Tj
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( )Tj
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(Simon Ramo )Tj
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( )Tj
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( )Tj
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(_H. Guyford Stever_, National Academy of Sciences, Washington, D.C. )Tj
0 -1.2 TD
(_Bernard M. Oliver_, Hewlett-Packard Company, Palo Alto, California )Tj
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(_Henry L. Alder_, University of California, Davis, representing the )Tj
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(Council of Scientific Society Presidents )Tj
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(_Sarah E. Klein_, Roton Middle School, Norwalk, Connecticut, )Tj
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(_Harold D. Taylor_, Hillsdale High School, San Mateo, California, )Tj
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(_Sarn Dederian_, San Francisco Unified School District, California )Tj
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(_Leroy Finkel_, San Mateo County Office of Education, California )Tj
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(_Olivia Martinez_, San Jose Unified School District, California )Tj
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(_Robert Bell_, General Electric Company, San Jose, California )Tj
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(_Judith Hubner_, representing the Governor's Office, State of )Tj
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(California )Tj
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(_Robert W Walker_, De Anza-Foothill Community College District, )Tj
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(_Robert Finnell_, Lawrence Hall of Science, Berkeley, California )Tj
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(_Marian E. Koshland_, University of California, Berkeley, representing )Tj
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(the National Science Board )Tj
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(_Alan M. Portis_, University of California, Berkeley, representing the )Tj
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(Education Committee of the American Physical Society )Tj
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(U.S. Commission on Mathematical Instruction )Tj
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(_John Pawson_, Edison High School, Huntington Beach, California )Tj
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(_Alan Fibish_, Lowell High School, San Francisco, California )Tj
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(_Juliet R. Henry_, representing the California Teachers Association )Tj
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(_Jess Bravin_, Board of Education, Los Angeles, California )Tj
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(_Frank Oppenheimer_, Exploratorium, San Francisco, California )Tj
0 -1.2 TD
(_Leigh Burstein_, University of California, Los Angeles )Tj
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(_Judy Chamberlain_, Cupertino Unified School District, California )Tj
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(_Michael Summerville_, Fremont Unified High School District, )Tj
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(_Ted Perry_, San Juan Unified School District, California )Tj
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(_Paul DeHart Hurd_, Stanford University, California )Tj
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(_Elizabeth Karplus_, Campolindo High School, Moraga, California )Tj
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(_Louis Fein_, Palo Alto Learners Association, California )Tj
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(_Leo Ruth_, California Engineering Foundation )Tj
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0 -1.2 TD
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(_Carolyn Graham_, Jefferson Elementary School, Burbank, California )Tj
0 -1.2 TD
(_Marcy Holteen_, Ambler, Pennsylvania )Tj
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(_Howard C. Mel_ and _Kay Fairwell_, Lawrence Hall of Science, )Tj
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(Berkeley, California )Tj
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(_Jean Phillips_, Thousand Oaks, California )Tj
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(_Simon Ramo_, the TRW-Fujitsu Company, Redondo Beach, California )Tj
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(_Gerhardt W. Reidel_, University of West Los Angeles, Culver City, )Tj
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(California )Tj
0 -1.2 TD
(_Carl L. Riehm_, Virginia State Department of Education, Richmond, )Tj
0 -1.2 TD
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(_John H. Saxon_, Norman, Oklahoma )Tj
T*
(_Thomas O. Sidebottom_, Interactive Sciences, Inc., Palo Alto, )Tj
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(California )Tj
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(_Karl Weiss_, Northeastern University, Boston, Massachusetts )Tj
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(_Jan West_, Oroville, California )Tj
0 -1.1 TD
( )Tj
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( )Tj
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( )Tj
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( )Tj
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( )Tj
0 -1 TD
( )Tj
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( )Tj
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0 -1.2 TD
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(University )Tj
0 -1.1 TD
( )Tj
T*
(Dinner with business, education, and community leaders )Tj
0 -1.2 TD
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( )Tj
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( )Tj
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(James Kinneavy )Tj
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( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
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( )Tj
0 -1.1 TD
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0 -1.2 TD
(_Margaret Smith-Burke_, New York University, New York )Tj
T*
(_Donaid Graves_, University of New Hampshire, Durham )Tj
T*
(_Eileen Lundy_, University of Texas, San Antonio )Tj
T*
(_Ray Clifford_, Defense Language Institute, Presidio of Monterey, )Tj
T*
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(_Lity Wong-Fillmore_, University of California, Berkeley )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
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( )Tj
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(_Victoria Bergin_, Texas Education Agency, Austin )Tj
0 -1.2 TD
(_Alan C. Purves_, University of Illinois, Champaign-Urbana )Tj
T*
(_Delia Pompa_, Houston Independent School District, Texas )Tj
0 -1.2 TD
(_Olivia Munoz_, Houston Independent School District, Texas )Tj
T*
(_James Kinneavy_, University of Texas, Austin )Tj
T*
(_Betty Von Maszewski_, Deer Park Independent School District, Texas )Tj
T*
(_Claire E. Weinstein_, University of Texas, Austin )Tj
T*
(_Patricia Sturdivant_, Houston Independent School District, Texas )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_June Dempsey_, University of Houston, Texas, representing the )Tj
0 -1.2 TD
(American Association of Community and Junior Colleges, the Western )Tj
T*
(College Reading Association, and the National Association for Remedial )Tj
T*
(and Developmental Studies in Postsecondary Education )Tj
T*
(_Jane Porter_, College Board, Austin, Texas )Tj
T*
(_Kay Bell_, Texas Classroom Teachers Association, Austin, Texas )Tj
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(_Judy Walker de Felix_, University of Houston, Texas )Tj
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0 -1.2 TD
(Houston Area Teachers of Foreign Language )Tj
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(_Dora Scott_, Houston Independent School District, Texas, representing )Tj
0 -1.2 TD
(the National Education Association and the Texas State Teachers )Tj
0 -1.2 TD
(Association, Houston )Tj
T*
(_Georgette Sullins_, Spring Independent School District, Texas )Tj
T*
(_Renate Donovan_, Spring Branch Independent School District, Texas )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
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( )Tj
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(_Gordon M. Ambach_, State Education Department, Albany, New York )Tj
0 -1.2 TD
(_Jo Bennett_ and _Jean Parochetti_, Alvin Community College, Texas )Tj
T*
(_Sharon Robinson_, National Education Association, Washington, D.C. )Tj
0 -1.2 TD
(_Donald L. Rubin_, University of Georgia, Athens, representing the )Tj
0 -1.2 TD
(Speech Communication Association )Tj
T*
(_Robert N. Schwartz_, University of Houston, Texas )Tj
T*
(_Ralph C. Staiger_, International Reading Association, Newark, )Tj
T*
(Delaware )Tj
T*
(_Helen Warriner-Burke_ and _Carl L. Riehm_, Department of Education, )Tj
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(Richmond, Virginia )Tj
T*
(_William Work_, Speech Communication Association, Annandale, Virginia )Tj
T*
(_Daryl R. Yost_, East Allen County Schools, New Haven, Indiana )Tj
0 -1.1 TD
( )Tj
T*
(Related Activities in Houston )Tj
T*
( )Tj
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(Site visits coordinated by the Office of the General Superintendent of )Tj
0 -1.2 TD
(the Houston Independent School District )Tj
0 -1.2 TD
(Briargrove Elementary School )Tj
0 -1.1 TD
( )Tj
T*
(Wilson Elementary School )Tj
T*
( )Tj
T*
(Clifton Middle School )Tj
T*
( )Tj
T*
(Bellaire High School )Tj
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( )Tj
T*
(High School for Engineering Professions )Tj
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( )Tj
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(High School for Health Professions )Tj
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( )Tj
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(High School for Performing and Visual Arts )Tj
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( )Tj
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(Teaching and Teacher Education )Tj
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(_Realizing aptitudes and performance expectations early in the )Tj
0 -1.2 TD
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T*
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T*
(those who believe all students can learn and take the responsibility )Tj
T*
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( )Tj
0 -1.1 TD
(Robert Fortenberry )Tj
0 -1.2 TD
(Jackson City Schools )Tj
T*
(Mississippi )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
0 -1.1 TD
(_Gary Sykes_, National Institute of Education, Washington, D.C. )Tj
0 -1.2 TD
(_Gary Fenstermacher_, Virginia Polytechnic Institute and State )Tj
T*
(University, Blacksburg )Tj
T*
(_David G. Imig_, American Association of Colleges for Teacher )Tj
T*
(Education, Washington, D.C. )Tj
T*
(_Anne Flowers_, Georgia Southern University, Statesboro )Tj
T*
(_Barbara Peterson_, Seven Oaks Elementary School, Columbia, South )Tj
T*
(Carolina )Tj
T*
(_Eva Galumbos_, Southern Regional Education Board, Atlanta, Georgia )Tj
T*
(_Robert Scanlon_, Pennsylvania State Department of Education, )Tj
T*
(Harrisburg )Tj
T*
(_Ralph Turlington_, Florida State Department of Education, Tallahassee )Tj
T*
(_Gail MacColl_, National Institute of Education, Washington, D.C. )Tj
0 -1.2 TD
(_Kathy Jones_, Roan State Community College, Harriman, Tennessee, )Tj
T*
(representing the National Education Association )Tj
T*
(_Mary Lou Romaine_, Atlanta Federation of Teachers, Georgia, )Tj
T*
(representing the American Federation of Teachers )Tj
T*
(_Janet Towslee-Collier_, Georgia State University, Atlanta, )Tj
T*
(representing the Association of Teacher Educators )Tj
T*
(_Robert Fortenberry_, Jackson City Schools, Mississippi, representing )Tj
T*
(the American Association of School Administrators )Tj
T*
(_Nicholas Hobar_, West Virginia Department of Education, Charleston, )Tj
T*
(representing the National Association of State Directors of Teacher )Tj
T*
(Education and Certification )Tj
T*
(_Fred Loveday_, Georgia Private Education Council, Smyrna, )Tj
T*
(representing the Council for American Private Education )Tj
T*
(_James Lowden_, Alabama Christian Education Association, Prattville, )Tj
T*
(representing the American Association of Christian Schools )Tj
T*
(_J.L. Grant_, Florida State University, Tallahassee, representing the )Tj
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0 -1.2 TD
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T*
(National Association of State Boards of Education )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Robert Fontenot_, University of Southwestern Louisiana, LaFayette )Tj
0 -1.2 TD
(_Nancy Ramseur_, Camden High School, South Carolina )Tj
T*
(_Eugene Kelly_, George Washington University, Washington, D.C. )Tj
T*
(_Richard Hodges_, Decatur, Georgia )Tj
T*
(_James Gray_, University of California, Berkeley )Tj
T*
(_Robert Dixon_, Institute for Research, Development and Engineering in )Tj
T*
(Nuclear Energy, Atlanta, Georgia )Tj
0 -1.2 TD
(_Pat Woodall_, Columbus, Georgia )Tj
0 -1.2 TD
(_Wayne Wheatley_, Furman University, Greenville, South Carolina, )Tj
T*
(representing the Council for Exceptional Children )Tj
T*
(_Joe Hasenstab_, Project Teach, Westwood, New Jersey )Tj
T*
(_William Drummond_, University of Florida, Gainesville )Tj
T*
(_Debbie Yoho_, Southeastern Regional Teacher Center, Columbia, South )Tj
T*
(Carolina )Tj
T*
(_Donald Gallehr_, Virginia Writing Project, Fairfax )Tj
T*
(_James Collins_, National Council of States on In-service Education, )Tj
T*
(Syracuse, New York )Tj
T*
(_Ann Levy_, Project New Adventure in Learning, Tallahassee, Florida )Tj
T*
(_Bill Katzenmeyer_, University of South Florida, Tampa )Tj
T*
(_Walt Mika_, Virginia Education Association )Tj
T*
(_Eunice Sims_, Georgia Writing Project, Atlanta )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Gordon M. Ambach_, State Education Department, Albany, New York )Tj
0 -1.2 TD
(_Elaine Banks_ and _Sam Sava_, National Association of Elementary )Tj
T*
(School Principals, Reston, Virginia )Tj
T*
(_Aladino A. Burchianti_, Masontown, Pennsylvania )Tj
T*
(_Roy Edelfelt_, Washington, D.C. )Tj
T*
(_Ed Foglia_, California Teachers Association, Burlingame )Tj
T*
(_June Johnson_, New Adventure in Learning, Tallahassee, Florida )Tj
T*
(_Richard A. Krueger_, Staples Teacher Center, Minnesota )Tj
T*
(_Clare Miezio_, Eagle Forum Education Committee, Schaumburg, Illinois )Tj
T*
(_Donald L. Rubin_, University of Georgia, Athens, representing the )Tj
T*
(Speech Communication Association Committee on Assessment and Testing )Tj
T*
(_Daryl R. Yost_, East Allen County Schools, New Haven, Indiana )Tj
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( )Tj
0 -1.1 TD
(Related Activities in Atlanta )Tj
T*
( )Tj
T*
(Site Visits )Tj
T*
( )Tj
0 -1.1 TD
(Douglas High School )Tj
0 -1.2 TD
(L.W. Butts, Principal )Tj
0 -1.1 TD
( )Tj
0 -1.1 TD
(Mays High School )Tj
0 -1.2 TD
(Thomas E. Wood, Jr., Principal )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
0 -1.1 TD
(Lunch with local dignitaries hosted by Georgia State University )Tj
T*
( )Tj
0 -1.1 TD
(Dinner with business, education, and community leaders )Tj
0 -1.2 TD
(Coordinated by the Atlanta Partnership of Business and )Tj
T*
(Education )Tj
T*
(Sponsored by FABRAP Architects, Inc., and the Coca-Cola Company )Tj
0 -1.1 TD
( )Tj
T*
(College Admissions and the Transition to Postsecondary Education )Tj
T*
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_We're in the student learning business, and if we're going to have )Tj
0 -1.2 TD
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T*
(teachers, and we've got to have sound management._ )Tj
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( )Tj
0 -1.1 TD
(Ralph Turlington )Tj
0 -1.2 TD
(Florida State Department of Education )Tj
T*
(Tallahassee )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Clifford Sjogren_, University of Michigan, Ann Arbor )Tj
0 -1.2 TD
(_Ralph McGee_, New Trier Township High School, Winnetka, Illinois )Tj
T*
(_Alice Cox_, University of California Systemwide Administration, )Tj
T*
(Berkeley )Tj
T*
(_George Stafford_, Prairie View A&M University, Texas )Tj
T*
(_Fred Hargadon_, Stanford University, California )Tj
T*
(_Margaret MacVicar_, Massachusetts Institute of Technology, Cambridge )Tj
0 -1.1 TD
( )Tj
0 -1 TD
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(_Lois Mazzuca_, National Association of College Admissions Counselors, )Tj
0 -1.2 TD
(Rolling Meadows, Illinois )Tj
0 -1.2 TD
(_Ora McConnor_, Chicago Public Schools, Illinois )Tj
T*
(_Theodore Brown,_ Hales Franciscan High School, Chicago, Illinois )Tj
T*
(_Charles D. O'Connell_, University of Chicago, Illinois )Tj
T*
(_Oscar Shabat_, Chicago Community College System, Illinois )Tj
T*
(_Arnold Mitchum_, Marquette University, Milwaukee, Wisconsin )Tj
0 -1.2 TD
(_Michael Kean,_ Educational Testing Service, Midwestern Regional )Tj
T*
(Office, Evanston, Illinois )Tj
T*
(_John B. Vaccaro_, The College Board, Midwestern Regional Office, )Tj
T*
(Evanston, Illinois )Tj
0 -1.1 TD
( )Tj
T*
(_William Kinnison_, Wittenberg University, Springfield, Ohio )Tj
0 -1.1 TD
( )Tj
T*
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_William J. Pappas_, Northview High School, Grand Rapids, Michigan )Tj
0 -1.2 TD
(_Carmelo Rodriguez_, ASPIRA of Illinois, Chicago )Tj
T*
(_Jeffrey Mallow_, Loyola University, Chicago, Illinois )Tj
T*
(_Carol Elder_, Local 4100 of American Federation of Teachers, Chicago, )Tj
T*
(Illinois )Tj
T*
(_Bettye J. Lewis_, Michigan Alliance of Families )Tj
T*
(_Rachel Ralya_, Michigan Alliance of Families )Tj
T*
(_Austin Doherty_, Alverno College, Milwaukee, Wisconsin )Tj
T*
(_________________________________________________________________ )Tj
0 -1.1 TD
( )Tj
T*
(_Gordon M. Ambach_, State Education Department, Albany, New York )Tj
0 -1.2 TD
(_Gordon C. Godbey_, Pennsylvania Association for Adult Continuing )Tj
T*
(Education )Tj
T*
(_Daryl R. Yost_, East Allen County Schools, New Haven, Indiana )Tj
0 -1.1 TD
( )Tj
T*
(Related Activities in Chicago )Tj
T*
( )Tj
T*
(Site Visits )Tj
T*
( )Tj
T*
(Standard Oil of Indiana )Tj
0 -1.2 TD
(Gene E. Cartwright, Manager of Employee Relations )Tj
T*
(Joseph Feeney, Director, Training and Personnel Planning )Tj
0 -1.1 TD
( )Tj
T*
(Continental Illinois Bank )Tj
0 -1.2 TD
(Jennifer Olsztynski, Personnel Manager )Tj
0 -1.1 TD
( )Tj
T*
(De Paul University )Tj
0 -1.2 TD
(Rev. John T. Richardson, President )Tj
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T*
(Luncheon with leaders of higher education institutions )Tj
0 -1.2 TD
(Sponsored by the John D. and Catherine T. MacArthur Foundation )Tj
0 -1.1 TD
( )Tj
T*
(Dinner with business, education, and community leaders )Tj
0 -1.2 TD
(Sponsored by the John D. and Catherine T. MacArthur Foundation )Tj
T*
(Chaired by Stanley O. Ikenberry, President, University of )Tj
0 -1.2 TD
(Illinois )Tj
0 -1.1 TD
( )Tj
T*
(Education for a Productive Role in a Productive Society )Tj
T*
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Fortunately for my students, I have found a school district where )Tj
0 -1.2 TD
(teachers are considered valuable professionals and where professional )Tj
T*
(development is taken seriously._ )Tj
0 -1.1 TD
( )Tj
T*
(Debbie Yoho )Tj
0 -1.2 TD
(Southeastern Regional Teacher Center )Tj
T*
(Columbia, South Carolina )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Daniel Saks_, Brookings Institution, Washington, D.C. )Tj
0 -1.2 TD
(_Roy Forbes_, Education Commission of the States, Denver, Colorado )Tj
T*
(_Sol Hurwitz_, Committee for Economic Development, New York, New York )Tj
0 -1.2 TD
(_Martha Brownlee_, Naval Education and Training for Research and )Tj
T*
(Development, Pensacola, Florida )Tj
T*
(_Norman Pledger_, Colorado AFL-CIO, Denver )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Lucretia James_, Storage Technology, Inc., Louisville, Colorado )Tj
0 -1.2 TD
(_Kathy Collins Smith_, American Institute of Banking, Denver, Colorado )Tj
T*
(_Wade Murphree_, Denver Institute of Technology, Colorado )Tj
T*
(_Calvin Frazier_, State Department of Education, Denver, Colorado )Tj
T*
(_Robert Taylor_, The Ohio State University, Columbus )Tj
T*
(_John Peper_, Jefferson County Schools, Lakewood, Colorado )Tj
T*
(_Michael A. MacDowell_, Joint Council on Economic Education, New York, )Tj
T*
(New York )Tj
T*
(_Larry Brown_, 70001, Inc., Washington, D.C. )Tj
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(_Robert Stewart_, University of Missouri, Columbia )Tj
0 -1.2 TD
(_Gordon Dickinson_, Colorado Community College and Vocational )Tj
T*
(Education Board, Sterling )Tj
0 -1.2 TD
(_Karl Weiss_, Northeastern University, Boston, Massachusetts )Tj
0 -1.2 TD
(_Donald Schwartz_, University of Colorado, Colorado Springs )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Patricia Brevik_, Auraria Library and Media Center, Denver, Colorado )Tj
0 -1.2 TD
(_John Dromgoole_, National Commission on Cooperative Education, )Tj
T*
(Boston, Massachusetts )Tj
T*
(_Faith Hamre_, Littleton Public Schools, Ohio )Tj
T*
(_Vernon Broussard_, National Council on Vocational Education, Culver )Tj
T*
(City, California )Tj
T*
(_David Terry_, Utah System of Higher Education, Salt Lake City )Tj
T*
(_Georgia Van Adestine_, Western Michigan University, Kalamazoo, )Tj
T*
(Michigan )Tj
T*
(_Gordon E. Heaton_, Colorado Education Association, Aurora, Colorado )Tj
T*
(_Young Jay Mulkey_, American Institute for Character Education, San )Tj
T*
(Antonio, Texas )Tj
T*
(_George P. Rusteika_, Far West Laboratory for Educational Research and )Tj
T*
(Development, San Francisco, California )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Gordon M. Ambach_, State Education Department, Albany, New York )Tj
0 -1.2 TD
(_Donald Clark_, National Association for Industry-Education )Tj
T*
(Cooperation, Buffalo, New York )Tj
T*
(_Jacqueline Danzberger_, Youth-Work, Inc., Washington, D.C. )Tj
T*
(_Charles Davis_, Education Clinics, Inc., Seattle, Washington )Tj
T*
(_Dennis A. Dirksen_, San Diego State University, California )Tj
T*
(_Ben Lawrence_, National Center for Higher Education Management )Tj
T*
(Systems, Boulder, Colorado )Tj
T*
(_Bill Rosser_ and _Jennie Sanchez_, Chicano Education Project, Denver, )Tj
T*
(Colorado )Tj
T*
(_Sandra K. Squires_, University of Nebraska, Omaha )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(Related Activities in the Denver Area )Tj
T*
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
0 -1.1 TD
(Site Visits )Tj
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(Superintendent of Documents )Tj
0 -1.2 TD
(U.S. Government Printing Office )Tj
T*
(Washington, D.C. 20402 )Tj
0 -1.1 TD
( )Tj
T*
(The cost of this report is indicated on the enclosed order form. )Tj
0 -1.2 TD
(Please send check, money order, or account number for VISA or )Tj
T*
(MasterCard, noting the expiration date on your credit card. Indicate )Tj
T*
(the name and address, including zip code, to which the order should be )Tj
T*
(shipped and provide your telephone number. Also, note the stock number )Tj
T*
(with your order: Stock No. 065-000-00177-2. )Tj
0 -1.1 TD
( )Tj
T*
(Charge orders may be telephoned to the GPO order desk at \(202\) )Tj
0 -1.2 TD
(783-3238, from 8:00 a.m. to 4:00 p.m. Eastern time, Monday through )Tj
T*
(Friday, except holidays. Inquiries about bulk rates are encouraged. )Tj
0 -1.1 TD
( )Tj
T*
(The Report will also be available in the ERIC System after July 1983. )Tj
T*
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(Copies of Commission materials submitted to the ERIC System are )Tj
0 -1.2 TD
(available in two forms: paper copy \(a reproduction of the document in )Tj
T*
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)Tj
T*
(of microfilm on which up to 96 pages of text are reproduced\). Copy )Tj
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(costs are based on the number of pages in the document. To illustrate, )Tj
T*
(a 72-page document currently costs $5.65 in paper copy and $.97 in )Tj
T*
(microfiche with postage costs in addition. Copies can be secured by )Tj
T*
(contacting: )Tj
0 -1.1 TD
( )Tj
T*
(ERIC Document Reproduction Service )Tj
0 -1.2 TD
(PO. Box 190 )Tj
T*
(Arlington, Virginia 22210 )Tj
T*
(\(703\) 841-1212 )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
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0 -1.1 TD
(Warren Occupational Technology Center, Golden )Tj
0 -1.2 TD
(Byron Tucker, Principal )Tj
0 -1.1 TD
( )Tj
T*
(Mountain Bell Education and Training Center, Lakewood )Tj
0 -1.2 TD
(Fred Wells, Director )Tj
0 -1.1 TD
( )Tj
0 -1.1 TD
(Career Education Center, Denver )Tj
0 -1.2 TD
(John Astuno, Principal )Tj
0 -1.1 TD
( )Tj
T*
(Emily Griffith Opportunity School, Denver )Tj
0 -1.2 TD
(Butch Thomas, Principal )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
0 -1.1 TD
(Luncheon discussion with Robert Worthington, Assistant Secretary for )Tj
0 -1.2 TD
(Vocational and Adult Education, U. S. Department of Education, )Tj
T*
(Washington, D.C. )Tj
0 -1.1 TD
( )Tj
T*
(Dinner discussion with Willard Wirtz, National Institute for Work and )Tj
0 -1.2 TD
(Learning, Washington, D.C., and Henry David, National Institute )Tj
T*
(of Education, Washington, D.C. )Tj
0 -1.1 TD
( )Tj
T*
(Dinner with business, education, and community leaders )Tj
0 -1.2 TD
(Sponsored by the Education Commission of the States )Tj
T*
(Chaired by Calvin Frazier, Commissioner of Education, Colorado )Tj
0 -1.1 TD
( )Tj
T*
(Education for the Gifted and Talented )Tj
T*
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Our greatest resource--and the greatest resource of any nation--is )Tj
0 -1.2 TD
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0 -1.1 TD
( )Tj
T*
(Norman Pledger )Tj
0 -1.2 TD
(Colorado AFL-CIO )Tj
T*
(Denver )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_James J. Gallagher_, University of North Carolina, Chapel Hill )Tj
0 -1.2 TD
(_Marcel Kinsbourne_, Eunice Kennedy Shriver Center, Waltham, )Tj
T*
(Massachusetts )Tj
T*
(_Joseph Renzulli_, University of Connecticut, Storrs )Tj
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(_David Feldman_, Tufts University, Medford, Massachusetts )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
0 -1.1 TD
( )Tj
0 -1.1 TD
(_William Durden_, Johns Hopkins University, Baltimore, Maryland )Tj
0 -1.2 TD
(_Connie Steele_, Texas Technical University, Lubbock )Tj
T*
(_Isa Kaftal Zimmerman_, Lexington Public Schools, Massachusetts )Tj
0 -1.2 TD
(_Alexinia Baldwin_, State University of New York, Albany )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Arthur Pontarelli_, Rhode Island State Department of Education, )Tj
0 -1.2 TD
(Providence )Tj
T*
(_Armand E. Bastastini_, Jr., Rhode Island State Legislature, )Tj
T*
(Providence )Tj
T*
(_William R. Holland_, Narragansett School District, Rhode Island )Tj
T*
(_Melissa Lawton_, Bristol School District, Rhode Island )Tj
T*
(_Rachel Christina_, Bristol School District, Rhode Island )Tj
T*
(_Catherine Valentino_, North Kingstown School District, Rhode Island )Tj
T*
(_Marie Friedel_, National Foundation for Gifted and Creative Children, )Tj
T*
(Providence, Rhode Island )Tj
T*
(_Marsha R. Berger_, Rhode Island Federation of Teachers, Providence )Tj
T*
(_Sidney Rollins_, Rhode Island College, Providence )Tj
T*
(_David Laux_, State Advocates for Gifted Education, Providence, Rhode )Tj
T*
(Island )Tj
T*
(_James A. Di Prete_, Coventry High School, Rhode Island )Tj
0 -1.2 TD
(_Harold Raynolds_, Maine State Department of Education, Augusta )Tj
T*
(_June K. Goodman_, Connecticut State Board of Education, Hartford )Tj
T*
(_Mary Hunter Wolfe_, Connecticut State Task Force on Gifted and )Tj
T*
(Talented Education, Hartford )Tj
T*
(_Paul Regnier_, speaking on behalf of Gordon Ambach, State Education )Tj
T*
(Department, Albany, New York )Tj
T*
(_Benson Snyder_, Massachusetts Institute of Technology, Cambridge, )Tj
T*
(Massachusetts )Tj
T*
(_June Cox_, Sid Richardson Foundation, Fort Worth, Texas )Tj
T*
(_Loretta L. Frissora_, Needham Public Schools, Massachusetts, )Tj
T*
(representing the National Education Association )Tj
T*
(_Patricia O'Connell_, Augusta, Maine, representing the Council of )Tj
T*
(State Directors for Programs for the Gifted )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
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0 -1.1 TD
(_Virginia Ehrlich_, Astor Program Studies for Gifted, Suffern, New )Tj
0 -1.2 TD
(York )Tj
0 -1.2 TD
(_Gloria Duclos_, University of Southern Maine, Portland )Tj
T*
(_Anton Lysy_, Londonderry School District, New Hampshire )Tj
T*
(_Rhoda Spear_, New Haven Schools, Connecticut )Tj
T*
(_Judith Grunbaum_, Southeastern Massachusetts University, North )Tj
T*
(Dartmouth )Tj
0 -1.2 TD
(_Vincent Hawes_, American Association of State Colleges and )Tj
T*
(Universities, Washington, D.C. )Tj
T*
(_Dorothy Moser_, Mortar Board, Inc., Columbus, Ohio )Tj
T*
(_Wendy Mareks_, Chelmsford Association for Talented and Gifted, )Tj
T*
(Massachusetts )Tj
T*
(_James DeLisle_, University of Connecticut, Storrs )Tj
T*
(_Naomi Zymelman_, Charles E. Smith Jewish Day School, Rockville, )Tj
T*
(Maryland )Tj
T*
(_Sherry Earle_, Connecticut Association for the Gifted, Danbury )Tj
T*
(_C. Grey Austin_, University of Georgia, Athens )Tj
T*
(_Sally Reis_, Council for Exceptional Children, Talented and Gifted )Tj
T*
(Division, Reston, Virginia )Tj
T*
(_Betty T. Gilson_, Brockton Public Schools, Massachusetts )Tj
T*
(_Roberta McHardy_, Louisiana Department of Education, Baton Rouge )Tj
T*
(_Felicity Freund_, Gifted Child Society, Oakland, New Jersey )Tj
T*
(_Lydia Smith_, Simmons College, Boston, Massachusetts )Tj
T*
(_Betsy Buchbinder_, Massachusetts Association for Advancement of )Tj
T*
(Individual Potential, Milton )Tj
T*
(_Artemis Kirk_, Simmons College, Boston, Massachusetts, representing )Tj
0 -1.2 TD
(the Association of College and Research Libraries )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(_Elizabeth F. Abbott_, Governor's Program for Gifted and Talented, )Tj
0 -1.2 TD
(Gainesville, Florida )Tj
T*
(_James Alvino_, Gifted Child Newsletter, Sewell, New Jersey )Tj
T*
(_Gordon M. Ambach_, State Education Department, Albany, New York )Tj
T*
(Association of San Diego Educators for the Gifted and Talented, )Tj
T*
(California )Tj
T*
(_Philip J. Burke_ and _Karen A. Verbeke_, University of Maryland, )Tj
T*
(College Park )Tj
T*
(_Sheila Brown_, Nebraska Department of Education, Lincoln )Tj
T*
(California Association for the Gifted, Downey )Tj
T*
(_Carolyn M. Callahan_, The Association for the Gifted )Tj
T*
(_Anne B. Crabbe_, Coe College, Cedar Rapids, Iowa )Tj
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(_Roxanne H. Cramer_, American Mensa, Arlington, Virginia )Tj
0 -1.2 TD
(_Neil Daniel_, Texas Christian University, Fort Worth )Tj
T*
(_Sue Ellen Duggan_ and _Mary Lou Fernandes_, Lackawanna City School )Tj
0 -1.2 TD
(District, New York )Tj
0 -1.2 TD
(_John F. Feldhusen_, Purdue University, West Lafayette, Indiana _Frank )Tj
T*
(F. Fowle, III_, Clayton, Missouri )Tj
T*
(_Joseph Harrington_, College Academy, Stoughton, Massachusetts )Tj
T*
(_Anne E. Impellizzeri_, American Association for Gifted Children )Tj
0 -1.2 TD
(_Betty Johnson_, Minnesota Council for the Gifted and Talented, )Tj
T*
(Minneapolis )Tj
T*
(_Nancy Kalajian_, Sommerville, Massachusetts )Tj
T*
(_John Lawson_, Massachusetts Department of Education, Quincy )Tj
T*
(_Barbara Lindsey_, Southwest Iowans for Talented and Gifted, Council )Tj
T*
(Bluffs )Tj
0 -1.2 TD
(_Diane Modest_, Framingham Public Schools, Massachusetts )Tj
0 -1.2 TD
(_Jack L. Omond_, Office for the Gifted, Port Elizabeth, South Africa )Tj
T*
(_Arthur Purcell_, Resource Policy Institute, Washington, D.C. )Tj
T*
(_Annette Raphel_, Milton Academy, Massachusetts )Tj
T*
(_Susanne Richert_, Educational Improvement Center, Sewell, New Jersey )Tj
T*
(_Carl L. Riehm_, Virginia State Department of Education, Richmond )Tj
T*
(_Terry Ruby_, Raynham Public Schools, Massachusetts )Tj
T*
(_Barbara Moore Schuch_, San Diego City Schools, California )Tj
T*
(_Dorothy Sisk_, University of South Florida, Tampa )Tj
T*
(_Mercedes Smith_, Gifted Association of Missouri, Springfield )Tj
T*
(_Christopher L. Sny_, Janesville Public Schools, Wisconsin )Tj
T*
(_Julian C. Stanley_, SMPY, Department of Psychology, Johns Hopkins )Tj
T*
(University, Baltimore, Maryland )Tj
0 -1.2 TD
(_Jo Thomason_ and _Frederick J. Weintraub_, Council for Exceptional )Tj
T*
(Children, Reston, Virginia )Tj
T*
(_Jo Anne Welch_, Mississippi Association for the Talented and Gifted )Tj
0 -1.1 TD
( )Tj
T*
(Related Activities in the Boston Area )Tj
T*
( )Tj
T*
(Site Visits )Tj
T*
( )Tj
T*
(Buckingham, Brown and Nichols School, Carnbridge )Tj
0 -1.2 TD
(Peter Gunness, Headmaster )Tj
0 -1.1 TD
( )Tj
T*
(Brookline High School, Brookline )Tj
0 -1.2 TD
(Robert McCarthy, Headmaster )Tj
0 -1.1 TD
( )Tj
T*
(Secretary's Regional Representatives )Tj
T*
( )Tj
0 -1 TD
( )Tj
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(_________________________________________________________________ )Tj
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( )Tj
T*
(_...within any human group, any ethnic or socio-economic sample, there )Tj
0 -1.2 TD
(will be people of high intellectual potential but none of them will )Tj
T*
(realize their potential unless they are also afforded the opportunity )Tj
T*
(to do so._ )Tj
0 -1.1 TD
( )Tj
T*
(Marcel Kinsbourne )Tj
0 -1.2 TD
(Eunice Kennedy Shriver Center )Tj
T*
(Waltham, Massachusetts )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(_________________________________________________________________ )Tj
T*
( )Tj
T*
(The Secretary's Regional Representatives held their own conferences or )Tj
0 -1.2 TD
(hearings for educators in their regions in order to provide additional )Tj
T*
(testimony to the Commission. In addition to these events, they also )Tj
T*
(supported the hearings the Commission sponsored in their regions. )Tj
0 -1.1 TD
( )Tj
T*
(Region I, _Wayne Roberts_ )Tj
0 -1.2 TD
(Boston, Massachusetts )Tj
T*
(Forum on Effective Schools, September 16, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region II, _Lorraine Colville_ )Tj
0 -1.2 TD
(New York, New York )Tj
T*
(Forum on Excellence, October 21, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region III, _Joseph Ambrosino_ )Tj
0 -1.2 TD
(Philadelphia, Pennsylvania )Tj
0 -1.2 TD
(Hearing/Conference on Cooperative Education, October 11, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region IV, _Ted B. Freeman_ )Tj
0 -1.2 TD
(Atlanta, Georgia )Tj
T*
(Public Meeting on Excellence in Education, October 22, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region V, _Harold Wright_ )Tj
0 -1.2 TD
(Chicago, Illinois )Tj
T*
(Excellence in Education: Preparation for the Transition to Higher )Tj
T*
(Education, October 6, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region VI, _Scott Tuxhorn_ )Tj
0 -1.2 TD
(Dallas, Texas )Tj
T*
(Public Hearing on Excellence in Education, October 4, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region VII, _Cynthia A. Harris_ )Tj
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(Kansas City, Missouri )Tj
0 -1.2 TD
(Rural and Small Schools Excellence, October 26, 1982 )Tj
0 -1.1 TD
( )Tj
0 -1.1 TD
(Region VIII, _Tom Tancredo_ )Tj
0 -1.2 TD
(Denver, Colorado )Tj
0 -1.2 TD
(Conference on Excellence in Education, November 12-13, 1982 )Tj
0 -1.1 TD
( )Tj
0 -1.1 TD
(Region IX, _Eugene Gonzales_ )Tj
0 -1.2 TD
(San Francisco, California )Tj
T*
(The Teacher: Key to Excellence in the Classroom, October 18, 1982 )Tj
0 -1.1 TD
( )Tj
T*
(Region X, _George Hood_ )Tj
0 -1.2 TD
(Seattle, Washington )Tj
T*
(Public Hearing, June 25, 1982, August 27, 1982 )Tj
T*
(\(Hearing Officer: Hyrum M. Smith\) )Tj
0 -1.1 TD
( )Tj
T*
(Transcripts of the preceding hearings sponsored by and for the )Tj
0 -1.2 TD
(Commission will be available in the ERIC System \(See Ordering )Tj
T*
(Information\). )Tj
0 -1.1 TD
( )Tj
T*
(In addition to these hearings sponsored by and for the Commission, )Tj
0 -1.2 TD
(Commission members participated in a series of site visits and a )Tj
T*
(public hearing focusing on Excellence in Rural Education. These events )Tj
T*
(took place on April 23-24, 1982, in Kentucky. The hearing was held at )Tj
T*
(the University of Kentucky-Somerset Community College. )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
T*
( )Tj
T*
( )Tj
0 -1.1 TD
(A Nation at Risk - April 1983 )Tj
T*
( )Tj
/T1_2 1 Tf
T*
(APPENDIX E: OTHER PRESENTATIONS TO THE COMMISSION)Tj
/T1_1 1 Tf
( )Tj
T*
( )Tj
T*
(Adrienne Bailey, The College Board, New York, New York )Tj
0 -1.2 TD
(Stephen Bailey, Harvard Graduate School of Education, Cambridge, )Tj
T*
(Massachusetts )Tj
T*
(Irene Bandy, Ohio Department of Education, Columbus )Tj
T*
(Elias Blake, Clark College, Atlanta, Georgia )Tj
T*
(Lewis M. Branscomb, National Science Board, Washington, D.C. )Tj
T*
(David Burnett, University of Pennsylvania, Philadelphia )Tj
T*
(Lawrence Cremin, Teachers College, Columbia University, New York, )Tj
T*
(New York )Tj
T*
(James V. Gaddy, New Rochelle High School, New York )Tj
T*
(John Goodlad, University of California, Los Angeles )Tj
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(Elaine Hairston, Ohio Board of Regents, Columbus )Tj
0 -1.2 TD
(John Hurley, INA Corporation \(Now CIGNA\), Philadelphia, Pennsylvania )Tj
T*
(Edward Kelly, State University of New York at Albany )Tj
0 -1.2 TD
(Robert McMillan, University of Rhode Island, Kingston )Tj
0 -1.2 TD
(Edward Pellegrino, Georgetown Medical Center, Washington, D.C. )Tj
T*
(Francis Roberts, National Endowment for the Humanities, Washington, )Tj
T*
(D.C. )Tj
T*
(David S. Seeley, Staten Island, New York )Tj
0 -1.2 TD
(John Sprott, U.S. Department of State, Washington, D.C. )Tj
T*
(Carol Stoel, U.S. Department of Education, Washington, D.C. )Tj
T*
(Abraham Tannenbaum, Teachers College, Columbia University, New York, )Tj
T*
(New York )Tj
T*
(Harold Tragash, Xerox Corporation, Stamford, Connecticut )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
T*
( )Tj
T*
( )Tj
0 -1.1 TD
(A Nation at Risk - April 1983 )Tj
T*
( )Tj
/T1_2 1 Tf
T*
(APPENDIX F: NOTABLE PROGRAMS)Tj
/T1_1 1 Tf
( )Tj
T*
( )Tj
T*
(Institutions Which Submitted Profiles of Programs )Tj
T*
( )Tj
T*
(With the assistance of a variety of organizations, the Commission )Tj
0 -1.2 TD
(conducted four searches for examples of notable programs and promising )Tj
T*
(approaches to specific problems in American education. Our purpose was )Tj
T*
(to understand better how schools, school districts, colleges, and )Tj
0 -1.2 TD
(other education organizations were defining and addressing these )Tj
T*
(problems. Where the evidence was convincing, we also sought to learn )Tj
T*
(what made successful programs work in different settings. )Tj
0 -1.1 TD
( )Tj
T*
(The Commission's procedure in these four searches was to solicit )Tj
0 -1.2 TD
(original profiles of these programs and approaches, profiles that )Tj
T*
(would answer a number of key questions concerning their purpose, )Tj
T*
(content, organization, impact, and transferability. )Tj
0 -1.1 TD
( )Tj
T*
(Evidence of program success was provided wholly by the institution )Tj
0 -1.2 TD
(submitting the profile. The Commission is, thus, in no position to )Tj
T*
(validate these programs or to claim any of them to be "exemplary." )Tj
0 -1.1 TD
( )Tj
T*
(Over 200 schools, school districts, colleges, and other educational )Tj
0 -1.2 TD
(organizations responded to our solicitations. They sent in profiles )Tj
T*
(and other descriptions of nearly 300 programs. Due to the specific )Tj
T*
(problems on which we were seeking information \(e. g., the transition )Tj
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(from secondary to postsecondary education, the use of educational )Tj
0 -1.2 TD
(technology, mathematics education, cooperative educational ventures )Tj
T*
(with business and industry\), most of the respondents were )Tj
0 -1.2 TD
(postsecondary institutions. But many of the profiles submitted by )Tj
0 -1.2 TD
(colleges involved programs developed for or with elementary and/or )Tj
T*
(secondary schools and are in operation in many school districts. )Tj
0 -1.1 TD
( )Tj
T*
(For their assistance in the efforts to identify and solicit this )Tj
0 -1.2 TD
(information, we are particularly grateful to the American Council on )Tj
T*
(Education, the American Association for Higher Education, the American )Tj
T*
(Association of State Colleges and Universities, the American )Tj
T*
(Association of Community and Junior Colleges, the National Association )Tj
T*
(of Secondary School Principals, the Academy for Educational )Tj
T*
(Development, the Council on American Private Education, and the Fund )Tj
T*
(for the Improvement of Postsecondary Education. )Tj
0 -1.1 TD
( )Tj
T*
(The following document will be available in the ERIC System sometime )Tj
0 -1.2 TD
(after July, 1983, \(See Ordering Information\): )Tj
0 -1.1 TD
( )Tj
T*
(Clifford Adelman, National Institute of Education, Washington, D.C. )Tj
T*
( )Tj
T*
(Elaine Reuben, Elaine Reuben Associates, Washington, D.C. )Tj
0 -1.2 TD
("Notable Programs in American Postsecondary Education: Selected )Tj
T*
(Analytical Abstracts" )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
T*
( )Tj
T*
( )Tj
0 -1 TD
( )Tj
0 -1 TD
( )Tj
0 -1.1 TD
(A Nation at Risk - April 1983 )Tj
T*
( )Tj
/T1_2 1 Tf
T*
(APPENDIX G: ACKNOWLEDGMENTS)Tj
/T1_1 1 Tf
( )Tj
T*
( )Tj
T*
(We want to express particular appreciation to the Commission staff )Tj
0 -1.2 TD
(which, under the leadership of Executive Director Milton Goldberg, )Tj
T*
(assisted us in our work and helped prepare this report. The staff )Tj
T*
(included: )Tj
0 -1.1 TD
( )Tj
T*
(Betty S. Baten )Tj
0 -1.2 TD
(Stella Carol Foley )Tj
T*
(Peter H. Gerber )Tj
T*
(Jarnes Harvey )Tj
T*
(Arnetta D. LaGrone )Tj
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(Alisa M. Longworth )Tj
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(Mollie Shannahan MacAdarns )Tj
T*
(Penny S. McDonald )Tj
0 -1.2 TD
(Shelia L. Sarn )Tj
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(Haroldie K. Spriggs )Tj
T*
(Tommy M. Tornlinson )Tj
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(Susan Traiman )Tj
T*
(Patricia A. Welch )Tj
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( )Tj
T*
(Others who assisted us at various times throughout the course of our )Tj
0 -1.2 TD
(work include: Clifford Adelman, Ned Chalker, Cheryl Chase, Antoine M. )Tj
T*
(Garibaldi, Charlesetta Griffin, Bruce Haslam, Carolyn Johnson, Sharon )Tj
T*
(Jones, Lily A. Kliot, Andrew M. Lebby, Beverly Lindsay, Carolyn Lowe, )Tj
T*
(Irene Lykes, Claude Mayberry, John M. Mays, Brad Mitchell, Jean )Tj
0 -1.2 TD
(Narayanan, Lewis Pike, John Ridgway, Joanne Saunders, Ramsay Selden, )Tj
0 -1.2 TD
(Gary Sykes, Marilyn A. Tapscott, and Douglas Wright. Also, the )Tj
T*
(Commission owes a considerable debt to Editorial Experts, Inc. and )Tj
T*
(Morgan Burchette Associates, both of Alexandria, Virginia, and in )Tj
T*
(particular to Bruce Boston, Karen Burchette, Lee Mickle, and Ian )Tj
T*
(McNett, for invaluable assistance in designing, editing, and producing )Tj
T*
(this volume. )Tj
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( )Tj
T*
(Finally, we sincerely appreciate the support and cooperation provided )Tj
0 -1.2 TD
(by Mary Jean LeTendre, Special Assistant to Secretary Bell; Donald J. )Tj
T*
(Senese, Assistant Secretary, Office of Educational Research and )Tj
T*
(Improvement; and Manuel J. Justiz, Director of the National Institute )Tj
T*
(of Education. )Tj
0 -1.1 TD
( )Tj
0 -1 TD
( )Tj
0 -1 TD
( )Tj
T*
( )Tj
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(A Nation At Risk - April 1983 )Tj
T*
( )Tj
/T1_2 1 Tf
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(ORDERING INFORMATION)Tj
/T1_1 1 Tf
( )Tj
T*
( )Tj
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( )Tj
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(_________________________________________________________________ )Tj
T*
( )Tj
/T1_2 1 Tf
T*
(Disclaimer)Tj
/T1_1 1 Tf
(: This page was accurate at the time of publication in )Tj
0 -1.2 TD
(1983 and is included here as part of the printed book. However, this )Tj
T*
(information is now dated and should not be relied upon. )Tj
T*
(_________________________________________________________________ )Tj
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( )Tj
T*
(Additional copies of this report may be obtained from: )Tj
T*
( )Tj
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