From: bnevin@CCB.BBN.COM (Bruce E. Nevin)
Newsgroups: bit.listserv.csg-l
Subject: ends-based public policy
Date: 12 Nov 92 14:25:11 GMT
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU

[From: Bruce Nevin (Thu 921112 09:15:48)]

This is from a forum on education reform (k12@world.std.com).  The
writer asks for advice on building community support and implementing.
How well does it measure up as an instance of the kind of ends-directed
public policy that Rick was advocating re Clinton?  Are these perceptual
outcomes about which people can productively come to agreement?  Are
they controllable by the parties involved (teachers, students, parents,
administrators) through their cooperative or noncooperative action?  If
not, why not, and what would improve the approach?

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. . .

For those . . . not familiar with outcomes-based education,
let me give some background.  Outcomes are a set of characteristics that
all students are expected to acquire through the educational process,
including learning going on in the home and outside the school.  My
understanding of this approach is that the set of outcomes provides a
coherent framework on which curriculum and program decisions can be made.
In essense, it is an educational philosophy statement for the school.  In
making choices regarding what to teach, appropriate personnel can look to
the outcomes statement for guidance.  At least, that is my interpretation,
but I hasten to add that I am not formally trained in education.
. . .
Here are the Millis schools outcomes, still in draft form:


Millis Superintendent's Citizens Advisory Council

Draft 3 of Student Outcomes  7/30/92


The Millis Superintendent's Advisory Council, a broadly-based group, with
representatives from the schools and the community, was formed in September
of 1991.  This group worked towards defining a set of outcomes appropriate
for students of the Millis School System.  These outcomes define the set of
characteristics we expect all students to acquire through the educational
process.

In order to achieve these outcomes, both teachers and administrators are
charged with providing the leadership and direction required to enable
every student to obtain these skills and characteristics prior to
graduation.  Furthermore, we assert that continuous assessment and
modification of curricula and programs is essential, and we believe that
these outcomes will aid this process.

Each of the outcomes is presented below in summary form.

Critical Thinkers.
        Students will learn to be critical thinkers, demonstrating the ability t
o
define a problem, identify or create solutions, evaluate those solutions,
and make an informed decision regarding these alternatives.  Emphasis will
be placed on encouraging students to ask questions and seek answers related
to academic and personal issues.

Good Communicators.
        Students will possess strong communication skills, including the ability
to both write and speak clearly and effectively, and will be able to use
these skills in an appropriate manner when participating in group or
person-to-person situations.

Academically Competent.
        Students will demonstrate the appropriate level of competency for their
abilities and goals in all basic academic disciplines, including math, the
sciences, humanities, and technology.

Globally Aware.
        Students will demonstrate an awareness of community and an appreciation
of
the diversity of cultures in our society, as well as show respect for the
environment  and a willingness to participate in government.

Life-long Learners.
        Students will develop an attitude of life-long learning, continuing to
grow and flourish after they have left the schools.  They will respect
their bodies and understand the effects of their choices on health and
emotional well-being.

Good Workers.
        Students will develop a strong sense of respect for themselves and other
s,
showing the ability to work positively with others.  Important
interpersonal skills such as the ability to resolve conflicts, active
listening, and the art of negotiation will be encouraged.

Productive.
        Students will learn the skills needed to be productive in the workforce,
including learning time- and stress-management skills, showing the ability
to work both independently and in groups, and be able to adapt to change.

In summary, students will develop a broad set of interests, including
creative writing, languages, the humanities, athletics, and a love for
reading and will be well equipped to pursue whatever path they choose to
take after leaving high school.  They will know when and where to seek
assistance, how to use language and math productively, demonstrate
financial responsibility, and set goals that they can achieve.
Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU