# Archived Information

*"Preparing America's Future:*

*The Charge for State Policy Makers"*

**Susan Sclafani**

**Remarks for the Preparing America's Future Regional Summits**

**Assistant Secretary and Counselor to the Secretary**

**U.S. Department of Education**

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Good morning. Welcome to the regional conference on Preparing America's
Future, the High School Initiative. We are delighted that you have
joined us for this meeting.

A generation ago, an American could fare well in the workforce with a
basic education and a good work ethic. This is no longer true. The
economy has changed. Today, to earn a good living, to support a family,
you need a rigorous education in core academics and some training or
education beyond high school. Yet our educational system has not kept
up. We still are preparing too many youth with the basic education that
is more appropriate for yesterday's jobs. Two-thirds of our 12^th^
graders are not proficient in reading, and more than 80 percent are not
proficient in math. We send many to college, but nearly one-third of our
postsecondary students start out in remedial courses, and about
one-third never earns a credential.

We know that far too many students are dropping out. They're either
dropping out mentally, maybe just attending schools to mark time and get
a diploma that has little meaning. Others physically drop out, those who
are far behind academically, disengaged, or simply not finding a
compelling reason for staying in school.

Throughout the 20^th^ century, our commitment to education gave us a
competitive edge. The United States led the world in expanding access to
education, beginning first by providing a secondary education to all
young people, and then by opening the doors to postsecondary education
to the majority, and not just the elite. Only recently have we
acknowledged that our competitors have been emulating our example and
are closing the achievement gap. We have the best-educated 55 to 64 year
olds in the world, but our education edge has eroded or disappeared
among younger generations. We rank number one in the world in the
percentage of 55 to 64 year olds who have completed secondary and
postsecondary education. Among 25 to 34 year olds, however, we rank
eighth in secondary completion, and are tied with Japan at number three
in postsecondary completion. The performance of our middle and high
school students on international academic assessments is mediocre.
However, we still lead the world in the amount we spend per pupil at
every level of our educational system.

As we focus on the education of our children, we always need to keep in
mind the world for which we're preparing them. Of course, a complete
education is not just about employment. It also builds skills and
attributes for enjoying a rich and fulfilling life, participating in
culture and civics, and passing on a legacy to the next generation.

Today we are here to talk about how we are going to prepare that next
generation for success.

**No Child Left Behind**

No Child Left Behind is a landmark in that it calls us, as a nation, to
reach every child with a quality education.

Every child in America deserves the fullest preparation for life, work,
and citizenship. You are accepting this challenge.

Through NCLB, we are challenging ourselves to do what no nation has ever
done, fully educate all its children.

Because educating all children to their highest potential has not been
done before, we're moving into uncharted territory. We're challenging
ourselves to teach children with disabilities to high levels of
achievement. To teach students who are learning English and who are also
learning important content. And we are also working to teach students
from families facing serious economic challenges.

Now, with that level of challenge, are we surprised that this is
difficult work for us adults? Of course it is difficult. Of course we
have to change the way we set expectations, the way we measure and
report on student progress, the way we hold schools accountable, and the
way we prepare and support teachers.

Our effort is not about what's easy for the adults. It's about what's
right for the children.

# The High School Challenge

One of the biggest challenges we face today is re-thinking how to
educate our young people to their fullest potential. This means we need
to re-think the American high school.

In October 2003, many of you participated in the High School Leadership
Summit in Washington, D.C. hosted by Secretary Rod Paige. This event was
attended by over 700 educational leaders from across the country.

At the summit, Secretary Paige launched the *Preparing America's Future
High School Initiative.* Through this initiative the U.S. Department of
Education is working with state and local leaders and practitioners
throughout the nation to help create educational opportunities that will
fully prepare American youth for success in further education and
training.

In order to continue the momentum of the 2003 Summit, we invited the
Council of Chief State School Officers and the National Governors
Association to co-host a series of seven regional high school summits
are taking place between March and May of this year. Many other
organizations are working with us on this effort, and we appreciate
their constructive partnership.

The goal of these regional summits is to convene small teams of
state-level policy makers, offer the input of expert consultants, the
chance to interact as a team, with peers from other states, and with
federal officials. We are facilitating the opportunity for each state to
further develop and refine its strategy for creating high schools fit
for the 21^st^ century.

You should also know that we are planning complementary efforts to
engage local leaders, principals and educators. Specifically, we are in
the planning stages of new efforts with the Council of Great City
Schools and the National Association of Secondary School Principals.
Details of these collaborative efforts are coming soon.

At this summit, each of the state teams represented here, selected by
the State's chief education officer and the governor, have important
work to do.

I would also like to acknowledge the work of the Bill and Melinda Gates
Foundation which is helping states and local communities to make great
advances in improving the quality of our high schools. Most recently,
the National League of Cities (NLC) announced that with support from the
Gates Foundation, they would participate in a new 24-month technical
assistance effort to expand options and innovation in high school
education. The five cities that will participate in this effort include
Corpus Christi, Texas, Hartford, Ct., Phoenix, Arizona, Providence, R.I,
and San Jose, California.

**Real-World Expectations for the 21^st^ Century**

As teams, you will reflect on the need to organize the high school
experience around real-world expectations.

Unless we have a deep understanding of the environment our students face
beyond high school -- the knowledge and skills they must have for
success -- how can we expect to design schools that prepare students for
that environment? The old model, based on the economy of the 1950's,
effectively tracked students into a college preparatory track, a
vocational track, and a general education track. That model pretty well
fit the economy of that time. But times have changed -- dramatically.

Much work has been done in understanding today's real-world challenges.
The American Diploma Project's new report, *Ready or Not*, provides a
detailed analysis that indicates there is strong convergence in the
skills, knowledge and competencies needed for success in both
postsecondary education and the workplace. To quote from the report

> "Successful preparation for both postsecondary education and
> employment requires learning the same rigorous English and mathematics
> content and skills. No longer do students planning to go to work after
> high school need a different and less rigorous curriculum than those
> planning to go to college."

There is a new report from ETS and NGA (authored by economist Tony
Carnevale) entitled "*Standards for What? The Economic Roots of K-156
Reform*." This report documents that underlying economic conditions
calling for higher level preparation among today's American youth.

In addition, Dr. Will Daggett has conducted analysis of the reading
requirements of many front-line technical jobs that require less than a
bachelor's degree. Somewhat surprisingly, he found that the reading
skill level required to use front-line worker technical materials is
often higher than the reading skill level required for materials that
college-educated managers use!

# Innovation, Change and Research

We expect to discover many innovative approaches to serving our
high-school aged youth in the coming years. We simply must. We know that
current approaches, linked to models developed in the mid-20^th^
century, simply are not working for today's students. Some argue they
never worked.

So how can we replace the old industrial model of sorting students with
a new approach that builds a solid academic foundation and other skills
critical for employment and postsecondary education in all students? We
don't have all the answers yet, but we're making progress.

We're making major investments in research on career academies,
adolescent literacy for striving readers, interventions in math for
striving students, English language acquisition, and students with
disabilities.

In recent years, many talented men and women have invested enormous
energy in developing new approaches to reaching all high-school aged
youth.

Some approaches will be relevant to large comprehensive high schools in
suburban communities. Some will be more tailored to the challenges of
urban centers. And others will be more relevant to the thousands of
small, rurally isolated high schools that exist in every region and in
almost every state of our Union.

Regardless of the specific model, there are principles that are common
across the board.

Setting high expectations for all students, and aligning assessments and
teaching to help ALL students meet those expectations. This could be
called Rigor.

Creating innovative and engaging options for students to keep them
motivated, wrapping academic content and skills in programs that have
meaning for students. This would be called Relevance.

Creating an environment that is welcoming, friendly, focused and
supportive of student learning. Building a community of learning where
students are known, cared for, and accountable, and where teachers and
leaders collaborate with one another rather than operate in isolation.
This might be referred to Relationships.

Rigor. Relevance. Relationships. Effective schools focus on these
principles, but innovate in how they play out on a day-to-day basis.

During today's sessions, we'll hear from students - our primary
customers. Every other facet of society and the economy is
"customer-centered" and it's a world of instant information and
communications and choices that our youth traverse every day of their
lives. Shouldn't our schools respond to their needs as well?

In the sessions this morning and the discussion forums this afternoon,
we will look at innovations in thinking about school structure,
curriculum, and instruction. We will explore promising interventions for
helping students who have been struggling with basic reading and math so
they can catch up more quickly to access high level curriculum. I read a
news report this week of a high school that is seeing two years reading
growth in one semester for many students participating in its reading
intervention program.

We will discuss how to reach youth learning English, particularly those
who arrive in the high school with no English and little education in
their country of origin. We'll look at the important intersection of
career awareness, career exploration, and career technical education
with the need for challenging academics and smooth transitions to
postsecondary opportunities. We'll look at approaches to linking
secondary and postsecondary systems, and aligning system expectations so
students can make a more seamless transition.

We'll ask what is necessary to give our principals and teachers the
professional development and support and control to do their jobs well,
and meet the goals for which they're being held accountable.

All these discussions will be wrapped in a broader context -- how can
you in your state establish a coherent set of state policies, programs
and initiatives that create the right environment -- an environment that
instigates and supports significant, rapid and sustained change in how
education is structured to meet the needs of today's youth?

And certainly we ask ourselves, what is the best role that the U.S.
Department of Education and its partner federal agencies, can play to
support states and communities in fulfilling this challenge? We look
forward to a very productive dialogue with you during this Summit and in
the months to come.

We affirm that education is a state and local responsibility. In a
massive country like the United States, there is no other way. We also
recognize, that in today's interconnected global economy, effective
education is a clear national interest.

# Student Centered

As we discuss, plan and implement our respective local, state and
national responsibilities, we must always keep students and their
success as our central focus. We should not presume the continuation of
a particular institutional model, no matter how familiar it may seem to
us. Many students are getting a world-class education, and we must build
on that strength. But we must also acknowledge that the model isn't
working for many students. Only if we put their needs, the needs of
EVERY single youth in our communities -- at the center of our attention
can we devise solutions that will meet those needs.

Every student matters and we must do all we can to reach and teach and
prepare every child. As we make progress in this endeavor, we can
confidently say, "we are Preparing America's Future." Thank you.

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