The paragraph continues but doesn't become more challenging. This is an example of low expectations. Almost everyone should be reading at that level or above in the third grade. In the regulations before the Regents, the standard would go from 65 percent of the students reading at that level to 90 percent. But saying that isn't enough to make it so. We must think hard about how to build capacity.
How far do we have to go? The National Assessment of Educational Progress shows that grade four reading proficiency in New York public schools is on the low side of "basic." The National Assessment presents results as below basic, basic, proficient, and advanced. Basic "denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade." Proficient "represents solid academic performance and demonstrated competence over challenging subject matter."
How do we compare with others? Many colleagues are uncomfortable with that question, but in economic development terms, we have no choice but to ask and answer it. Our fourth grade reading performance is above that of South Carolina, Mississippi, Hawaii, California, Louisiana, and Guam. Our reading scores are statistically indistinguishable from those of many other states, including Maryland, Pennsylvania, and Kentucky. But New Jersey, Massachusetts, and Indiana outperform New York. This is not acceptable.
While almost everyone should be able to read that simple passage quoted above, in hundreds of New York schools that is not now the case. Should we put off the 90 percent performance target? No. By the end of July we will have high standards established throughout the curriculum. This spring, the Regents will have adopted a schedule for an all Regents testing system at the high school level. Students who are reading at low levels in the elementary grades will have no chance in high school.
So what's the problem with just declaring a 90 percent standard? There are significant implementation issues that we must resolve immediately. We have produced long lists of "failing schools" in the past only to be distracted by controversy about the accuracy of data and the adequacy of funding. Many educators are concerned about a change of standards but they are determined to increase standards and performance for their students. The task is to raise the expected level of performance for schools in a manner that inspires productive action and does not provoke excuses or self-protective behavior.
New York educators obviously have the knowledge and skill to increase reading performance to this level. We must mobilize that knowledge and skill in a statewide commitment to enable all children to read. And we must backstop that commitment by drawing in the immense potential in higher education, business, and many other community members who would be willing to help if shown a place to join in. In the coming weeks, we will create opportunities to engage that commitment. Then we can adopt that assertive standard with the confidence that we can lift performance to meet it.
Let's remember why we are considering these increases in standards. Our purposes are to mobilize schools to perform at a much higher level and to concentrate attention and support on those farthest from the standard.
For some children, the bears are indeed big. But we can tame the bears if we stand together.
Focus on lowest performing schools: fix responsibility for results, pay attention to research and good models, provide help that stresses what works, and close or reorganize the schools that don't improve. Celebrate the high performers but otherwise leave them undisturbed.
Deregulate systematically, not case by case.
Offer a challenging curriculum and nothing less for all students.
Concentrate more time on core subjects: get rid of distractions, make the academic day and year longer.
Require professional development linked to standards; replace life time teacher licensing with renewable licenses based on competence.
Stress reading.
Inspire partnerships among schools, human services, workforce development groups, and higher education.
Build more equity into state aid formulas.
Bring technology into schools, and connect schools, libraries, and other cultural resources.
A great deal of recent and emerging Regent and Department activity can be summarized by that short list. In discussions with colleagues around the State, we must sharpening these strategies and put them into action.
Johanna Duncan-Poitier leads the Professions as the Acting Associate Commissioner. That team is deep in the discussions with the professions and the Legislature on a package to support the Regents in resolving long standing issues in this area. Specifically, we expect a stronger role for the State Boards of the Professions, a major infusion of technology to support the work of the office, streamlining of the licensing process, legislation to reform the professional discipline process, and retention of lay oversight of the Professions by the Regents to preserve the public interest.
Jeanine Grinage, Acting Deputy Commissioner, is leading the Higher Education unit. Their challenge is to put new vigor into the quality review while rapidly streamlining the process. We also expect strong leadership on how to improve teacher certification, a marshaling of resources in higher education to help low performing schools, and a higher education report card to focus efforts to improve the quality of higher education. These efforts underscore the importance of the $2.6 million state investment in the Office of Higher Education.
A shift from center-based programs to community-based settings such as Head Start and day care.
A move away from costly packages of services and toward individualized programs that are less costly.
Reduction of transportation costs.
Changes in the decision making process to eliminate an approach that is provider driven and instead puts the matter before the local Committee on Special Education where districts focus on student needs and then look for available options.
These program changes will in themselves tend to improve the cost profile but most importantly, they will improve quality.
The Regents action has put a very important ball in play. The dialog on the financial structure of this program must continue because the costs continue to increase and we must take assertive action on the programmatic changes that are now possible because of this proposal.
When Governor Pataki hosts the Summit, he will be able to say that New York has done its homework. He will be able to cite Regents standards in Math, Science and Technology and also English. He can also point to the proposal to create an electronic learning community known as HP-12. HP-12 has the potential to connect all educational and cultural institutions in the State to existing broad-band networks. This would put the resources of all these institutions in the hands of all the people. Distance learning, remote access to public records, the use of distant library collections - all of these become possible.