1. Practical Education Chapter 4 Regulations and Academic Standards Testimony before Pennsylvania State Board of Education February 24, 1998 by Parents and Business Owners in the Norwin School District

2. Practical Education and Academic Standards What is a Practical Education? Do Academic Standards provide this direction? Does the Chapter 4 regulation address core academics? Can they be measured? Who are the consumers of the educational product?

3. Practical Education Practical Education proponents believe that there exists a core body of academics, represented by nationalized testing, such as SAT and the Iowa Basic tests, a set of clearly defined and measurable knowledge and skills. This would include reading and writing instruction based on a phonetic intensive program; practical mathematics; Western Literature, as a means to both inspire and instruct; practical and exact sciences, unencumbered by popular politics or the most recent of contrivance of social engineers.

4. What We Were Lead to Believe Pittsburgh Post Gazette, June 17, 1997

5. New Standards will replace Chapter 5 Or will they?

6. What Chapter 4 is really doing

7. Chapter 5 versus Chapter 4 Reading & Writing Mathematics Science & Technology Environment & Ecology Social Studies Arts & Humanities Career Education & Work Wellness & Fitness Family & Consumer Sciences World Languages Communications Mathematics Science & Technology Environment & Ecology Citizenship Arts & Humanities Career Education & Work Wellness & Fitness Home Economics

8. Why the need for change Pennsylvania ranked 45th on SATs * No early intervention for reading and math problems Inability to test standards in non-core areas Limiting local control of the education Accountability *American Legislative Exchange council, Report Card on American Education 1994, pp 12-13.

9. SAT Scores Verbal Math

10. Reading and Math Problems Is this early intervention?

11. The Purpose of Public Education (6) Honesty, responsibility and tolerance. Public schools should convey to students the need for honesty, integrity, individual responsibility and tolerance.Chapter 5 Regulation Our elementary program enrolls students in kindergarten through fifth grade. This program concerns itself with character development, attitudes, knowledge, fundamental skills and health habits that make a well-integrated, useful youngster.Norwin School District

12. What Educators are being taught Text book from California University of PAs Education Department

13. The struggle over Standards Academic Standards Developmentalism Humanism Social Meliorism Social Efficiency

14. Social Efficiency The social-efficiency curriculum has the greatest influence in America schools. Backed by those who want the schools primarily to serve the needs of the economy, it is designed to prepare students for the work force. Often, social efficiency curricula emphasizes vocational subjects and is associated with the educational goals of human capital… School to Work? Spring, Joel. American Education,eighth edition(1998), pp. 240-241

15. Humanism...the humanist wants the curriculum to introduce students to the cultural traditions of society. A humanist spurns the idea of a vocational curriculum and favors the development of general intellectual skills. Often the humanist wants the curriculum to be organized around standard academics subjects like literature, history, foreign languages, the arts, and science. Spring, Joel. American Education,eighth edition(1998), pp. 240-241

16. Social Meliorism The social meliorist wants the curriculum to cause social improvement and change. Social meliorism reflects the reform element in American education. At the most extreme, the social meliorist will ask for courses to solve each new social problem. Sometimes this means the education of students to cause general political and economic changes. Spring, Joel. American Education,eighth edition(1998), pp. 240-241

17. Developmentalism...developmentalism is the most radical of the four curriculum types. The developmentalist wants the curriculum organized around the psychological development of the child. This means a curriculum focused on the needs of the individual child as opposed to the focus of social-efficiency educators, humanists, and social meliorists, respectively, on economic needs, the passing on of culture, and social reform. Spring, Joel. American Education,eighth edition(1998), pp. 240-241

18. The struggle over Standards Academic Standards Developmentalism Humanism Social Meliorism Social Efficiency Parents Students Employers Educational Consumer

19. Norwins Science (vii) All students evaluate advantages, disadvantages, and ethical implications associated with the impact of science and technology on current and future life. Chapter 5 Outcome Social Meliorism

20. Norwins Math Do Standards remove this from the classroom? Developmentalism

21. Norwins English Developmentalism

22. Norwins Career Days Partners in Progress Social Efficiency

23. Practical Education Practical Education proponents believe that there exists a core body of academics, represented by nationalized testing, such as SAT and the Iowa Basic tests, a set of clearly defined and measurable knowledge and skills. This would include reading and writing instruction based on a phonetic intensive program; practical mathematics; Western Literature, as a means to both inspire and instruct; practical and exact sciences, unencumbered by popular politics or the most recent of contrivance of social engineers.

24. State Educational Direction Stick with the basics and only the basics Intervention at any early age (not grade 4) More local control Test only measurable standards Everyone accountable