 Striving for Excellence: The National Education Priorities of the President and the U.S. Department of Education,
Volume IV
Introduction
In 1997, President Clinton issued a "Call to Action for American Education" that set forth ten broad principles to guide the nation's agenda for education improvement. Secretary of Education Riley responded by convening the U.S. Department of Education's senior leadership to identify those specific areas in the "Call to Action" that the Department could most effectively address. The meeting culminated in the establishment of seven education priorities. Although more focused and specific than the eight National Education Goals, the priorities similarly engage all of the Department's program offices and support the Department's broader mission to promote equity and excellence in education for all children.
What Are the Seven Priorities?
The first three priorities identify specific performance results that all children should achieve at critical points in their schooling: reading independently by the end of third grade (priority 1); competency in mathematics, including the foundations of algebra and geometry, by the end of eighth grade (priority 2); and being prepared for and able to afford college at 18 years of age (priority 3). Priorities four through seven identify key strategies to help students achieve these performance results: high standards of achievement and accountability for all children (priority 4); high-quality teachers (priority 5); technology in the classroom (priority 6); and schools that are safe and drug-free and modernized to meet current and future challenges (priority 7).
Why Fourth-Grade Reading and Eighth-Grade Math?
Fourth-grade reading and eighth-grade math are critical transition points in a child's academic success. American schools typically expect children to read independently and well by the fourth grade. Those who don't read well have difficulty learning core content. Often these children fall further behind in school, lose interest, and either give up or drop out. This is of great concern because nearly 40 percent of U.S. fourth graders cannot read at what the National Assessment of Educational Progress (NAEP) considers to be the basic level; nearly 70 percent fall below the proficient level (National Center for Education Statistics, 1998).
If reading well by the fourth grade is the first crucial academic checkpoint, doing well in math by the eighth grade is the second. Students who enroll in algebra as eighth graders are more likely to complete higher-level math courses in high school—and apply to four-year colleges—than those who don't (National Center for Education Statistics, 1999). Today, nearly 40 percent of U.S. eighth graders fall below the "basic" math achievement level as measured by NAEP, and 76 percent fall below the "proficient" level (National Center for Education Statistics, 1997a). In addition, topics taught in U.S. eight-grade math classes are typically comparable to those covered in seventh-grade classes abroad (National Center for Education Statistics, 1997b). Accordingly, only 20 percent of U.S. students take algebra by the end of eighth grade (U.S. Department of Education, 1997). Lacking the foundation to take more advanced math courses in high school, these students often face limited options for college and careers.
Why Is Preparation for College a Priority?
The new jobs created in today's high-tech economy typically require postsecondary skills in literacy and mathematics. Consequently, students who do not attend college are at a serious disadvantage economically. Fifteen years ago, for example, the typical college graduate's income was 38 percent higher, on average, than the typical high school graduate's; today, it is 73 percent higher (U.S. Department of Education, 1997). This opportunity gap between high school and college graduates is expected to grow.
Although higher education is more important than ever, it has become harder for American families to afford it. Between 1979 and 1993, many middle class families' income decreased while college costs increased by 165 percent (U.S. Department of Education, 1997). Moreover, in 1994, only 45 percent of high school graduates from low-income families and 58 percent from middle-income families went directly from high school to college, compared to 77 percent from high-income families (U.S. Department of Education, 1997). This difference is important because those who immediately enter college upon high school graduation finish college at far higher rates than those who delay entry.
What Is the Department Doing To Achieve These Results?
Priorities four through seven embody the strategies for helping all children read independently and well by the fourth grade, master challenging mathematics by the end of eighth grade, and prepare for college. The Department continues to support legislation, such as the Improving America's Schools Act and the School-to-Work Opportunities Act, that challenges states to develop high standards of achievement and accountability in the core academic subjects for all children (priority 4). In addition, President Clinton continues to urge the states to adopt Voluntary National Tests to determine whether children are meeting national standards for fourth-grade reading and eighth-grade math.
However, the highest standards in the world will do little good if every child does not have caring, competent, and qualified teachers (priority 5); access to new technology (priority 6); and a school environment conducive to learning (priority 7). The Department supports these priorities in many ways. For example, in addition to using the public forum to promote excellence and accountability in teaching, the Department allocated $335 million in fiscal year 1999 to the Dwight D. Eisenhower Professional Development Program. Moreover, the Department is examining ways to strengthen or redirect other programs and grants to address its top concern within priority five—recruitment, preparation, and support for beginning teachers.
To help all students become technologically literate (priority 6), the Department supports a number of initiatives and programs designed to connect every U.S. school and classroom to the Internet; provide access to modern computers for all teachers and students; develop effective and engaging software and online learning resources as an integral part of school curriculum; and provide all teachers the training and support they need to help students learn through computers and the Internet. For example, through the Star Schools Program, multistate providers of telecommunications services provide instruction in academic subjects, various types of supplemental programming, and professional development for teachers. The Department has awarded more than $125 million to telecommunications partnerships since Star Schools was authorized in 1988.
Finally, the Department supports several programs and initiatives devoted to creating schools that are strong, safe, drug-free, and disciplined (priority 7). The Safe and Drug-Free Schools Programs, funded at $566 million for fiscal year 1999, is the Department's primary vehicle for meeting the seventh priority through education and prevention activities in the schools.
Information about specific programs cited in this section, as well as many others that support the seven priorities, may be found on the Web. Individuals may also find out more about Department of Education programs by calling 1–800–USA–LEARN (872–5327).
Conclusion
As individuals, families, and the nation confront an increasingly knowledge-driven, skills-based economy, mastering challenging content and skills has never been more important. Today's high school graduates must be able to read, write, and compute proficiently; find and use resources; frame and solve problems; and continually learn new technologies and skills to compete in the workplace. The seven priorities are designed to focus the U.S. Department of Education on developing a coordinated strategy for helping all children obtain these critical proficiencies, prepare for college, and learn for a lifetime.
References
National Center for Education Statistics. 1999. Do Gatekeeper Courses Expand Education Options? Washington, DC: Author.
National Center for Education Statistics. 1998. NAEP 1998 Reading Report Card for the Nations and States. Washington, DC: Author.
National Center for Education Statistics. 1997a. NAEP 1996 Mathematics Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress. Washington, DC: Author.
National Center for Education Statistics. 1997b. Third International Mathematics and Science Study. Washington, DC: Author.
U.S. Department of Education. 1997. The Seven Priorities of the U.S. Department of Education: Working Document.
This page was updated on Fri Nov 2 19:15:42 GMT 2001 
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