Education Policy Group

CHAIR, EDUCATION POLICY GROUP: Richard Menzer -- Masters in education, Geo. Washington Univ.; 35 years teaching high school English/journalism in Virginia (Arlington, Falls Church) and Maryland (Montgomery); advisor on yearbook, newspaper, debates; wrote curriculum; testified for teachers to local governments on budgets and projects; assisted teachers and civic associations on various issues; retired 1997.

SUGGESTED TERMS OF REFERENCE FOR CQC* S EDUCATION POLICY GROUP, "CQC-EPG*

1. Purpose: To improve public understanding of the principal issues that should be considered in efforts to improve American education.
2. Organization of CQC-EPG: Informal; temporary chair or co-chairs; liaison with CQC; develop work plan, schedule, etc.
3. Definition of education: Education is systematic acculturation: in other words, it is those activities (largely aimed at the young and largely conducted by schools) which develop the skills, knowledge, and attitudes that help determine individual behavior and the quality of life of a society.
4. Comparative and Past Education: This is for perspective: At various times and places, consider who gets education, how much, and of what nature and quality, through schooling and in other ways, and if possible consider the results of such education.
5. Current Situation: American education, like American health care, ranges from excellent to quite bad. This depends on factors such as: the socioeconomic character of particular families, communities, and other population groups; the traditions, philosophy, leadership and resources of schools, school systems, and related institutions such as teachers colleges and unions; and the mix of culture traits and values, subcultures, and cultural volatility. As a result, most Americans do not receive as good an education as they might, and as a result their behavior as family members, workers, and citizens may fall far short of their full potential, especially as our national culture becomes more complex and demanding.
6. Public Attitudes: Most people favor better education at least in principle and support PTA's and the like, but want to believe their own children are doing well even when this is somewhat debatable. Beyond this, people differ on many matters: curriculum, particularly biology (evolution and sex education); school choice; mainstreaming; sports; ethnic matters; school prayer; discipline; and the extent to which more money is needed.
7. Politics: Impact of campaign contributions, media, etc.
8. Key Issues: (a) Recruiting and retaining good teachers and principals, including pay, certification problems, and psychic income; (b) the proper role and uses of standardized tests in relation to excellence and public and teacher support; (c) the proper size and roles of bureaucracies at the system, state and federal level; (d) role of private educational groups of all kinds; (e) relation between school quality and college admissions and college effectiveness; (f) impact of news media, commercial sports and entertainment and other outside influences on education; (g) possibilities of parenting education; and (h) the subjects where the public is divided, listed under 6. above.
9. Possible Products: Very readable and objective citizens primer on education policy, effectively distributed; testimony at public hearings, etc.
10. Information Resources: CQC
11. *s collected materials as a starter; libraries and national groups, including governmental and academic sources. Suggested Procedure: Initial discussion on substance and on organization, including E-mail communications; identify the main questions and develop tentative answers; consider useful products such as suggested above; get reactions from CQC and from outside experts; consider any likely side-effects on other major public concerns; plan follow-thru. (Any public product might include references to CQC
12. *s Eight Great Points program for education enhancement.) Action Focus, with Clarity, Specificity, and relevance: The work of the group will be more effective if it is not only sound policy but also an easily recognized call to action. As an example, a CQC member recently jotted down 5 short keys to better education:

  1. Class size 23 or less in elementary school.
  2. Disruptive children must be removed from class until they behave, and discipline should be priority for all parties including parents.
  3. Teaching should be tailored to children's current level of progress, with regular adjustments; in other words some kind of track system is important but should not be rigid.
  4. School should provide a rich amount of substance, on skills, on knowledge, and on character education.
  5. Excellence, including excellence of effort, should be effectively recognized with proper rewards.