Legislative Goals 2004-2005

FCSS / FASSS
Position Paper on 2004-05 Legislative Issues

Level One Priorities are those immediately pressing needs that the organization is aggressively seeking to secure legislative support for in the coming session. Level Two Priorities represent longer range goals.

ISSUE ONE: Student Progression Law Language (Level One Priority)

- Current law requires educators to review a student’s performance in Reading, Writing, Math, and Science when being promoted from one grade level to the next. Moreover, should a student be found to be deficient in his/her performance in of these core subject areas, parents must be notified and an opportunity for remediation of that content needs to be made available to the student.
- To permit the current law to state that students’ performance in social studies need not even be considered for promotion purposes – when reading, writing, math and science must be – is an intolerable and ominous development for the future civic health of our state and nation.
- As a core curriculum area, social studies instruction provides a rich basis for student learning and has as its goal the application of such knowledge and attitudes to enable students to exercise their civic responsibility. Without a foundation in each of the four major areas represented in the Sunshine State Standards for social studies, we fail to prepare an informed citizen and a student’s education is incomplete. As so many recent surveys can attest, we can no longer afford the luxury of assuming students actually are learning about the heritage of our nation or that they possess the essential economic, civic, geographic and historic competencies to equip them for the role they will ALL assume upon graduation – that of citizen! Moreover, as a nation and state we are totally ignorant of what knowledge, skills and dispositions our students actually do possess! See Issue three below.

RECOMMENDATION: We recommend inclusion of “social studies” in the state Student Progression Law (F.S. 1008.25). We will accept some language that will clarify that the law’s impact will not require a change in the designation of those subjects currently identified in the State’s Student Assessment Statute.


ISSUE TWO: Survey on the Status of Social Studies (Level One Priority)

- Due to the lack of data pertaining to student performance in the area of Social Studies and with regard to how districts implement the many legislative mandates under Florida Statute: 1003.42 (Required instruction.), it is imperative that the Florida legislature require the Department of Education to undertake a district analysis of the status of social studies.



ISSUE THREE: National Testing of social studies with state by state accountability (Level One Priority)
Current Status: Senator Lamar Alexander has introduced Senate bill 2721 to test U.S. History in grades 8 & 12 as part of an upcoming National Assessment for Educational Progress survey of Civics and United States History is scheduled to take place in 2006. This bill would allocate $5 million to enable NAGB to pilot comparative data in up to 10 states. Social Studies loses much of its punch in not having state by state comparisons (Reading, Writing, Math and Science are assessed in this manner and much more frequently). Such data hold the governors accountable for their educational programs and student progress. The reasons in favor of state by state comparisons and some basic facts about NAEP are described briefly below. There are no current plans to include social studies as part of No Child Left Behind (NCLB) although science will be required according to current language. The NAGB is also currently proposing to eliminate all social studies testing at grade 12 or do so “only as resources permit”.
Here are the facts about NAEP (National Assessment for Educational Progress)
Visit 'the nation's report card' on the web for more details. http://nces.ed.gov/nationsreportcard/

- NAEP tests are given at grades 4, 8 and 12 and began in 1969 (interestingly, CIVICS was one of the first tests to be administered!)
- NAEP tests are given with STATE BY STATE COMPARISONS for reading, writing, math and Science. (These have, as a result, become a national core curriculum.) A click on any state will bring up separate documents of about 100 pages in length about what students in that state know and think about the subject. (The file for the Florida report is 138 pages in length!)
- There has never been a state by state comparison for Civics, US History, Geography or anything else in the social studies area. (Sadly, it isn't important enough!)
- NAEP takes it's orders from Congress which sets direction on what's important.
- NAEP is administered by a Governing Board, which in the absence of Congressional directives, establishes priorities for national testing. They can't do the state by state comparisons unless they get funding from Congress.
- There has never been a 12th grade NAEP assessment comparing state performance (Some in the Governing Board would probably like to see this. Indeed, it makes the MOST sense for Civics, because these students will soon be - in not already - exercising their right to vote.)
- Civics would be an excellent tool for comparing states. It ought to be done at grades 4, 8 and 12 on a state by state comparison basis. As American Government and American History are generally required for Juniors and Seniors across the nation, it would wonderful to have an EXIT grade 12 comparison for CIVICS - after all, these are the very students who are registered to vote as Seniors all across America, and yet they DON'T vote.
- NAEP assessments can do all three of the things educators suggest - it can gauge how well we've provided INFORMATION to students, how well they APPLY this to their lives, and can gauge the ATTITUDES AND DISPOSITIONS of students – for example, what they think about civil rights, affirmative action, campaign fund-raising, the political process in general, the worth of their vote, etc. etc.
- NAEP would probably welcome a 12th grade assessment because it's been talked about for years, but has never been done. It also reflects a national curriculum.
- State by state comparisons for CIVICS would place this subject on an equal footing with MATH, READING, WRITING and SCIENCE. The lack of emphasis and the loss of instructional time to these areas is a major concern of educators.
- States would FINALLY be held accountable for their citizenship education programs. Wasn't it interesting that the Gov. of Alabama asked his state to approve the largest proposed tax increase in history because he was tired of having Alabama being "LAST in everything!?" He was referring to NAEP assessments, and other measures like SAT & ACT (which doesn't reflect Civics in any way)!
- Having state by state comparisons would give greater credence to the subject area and would probably cause more states to voluntarily participate.
- State by state comparisons would probably prevent these assessments from being delayed for so long a period of time. (The US History was once going to wait NINE years before it was to have been given again. The CIVICS assessment actually was delayed by President Bush and the governing board because before 9/11 it wasn't deemed important enough. (Math, Reading, Science and Writing will be assessed under No Child Left Behind legislation every two years and NAEP has, since it began testing, assessed science 25 times to only 9 for Civics.)
- The window of opportunity is NOW. After the 2006 assessment, Civics isn't scheduled to come around again until 2012. [Visit: http://www.nagb.org/naep/naep_schedule_approved_aug_03.doc ]
- NAEP assessments are less intrusive and not as 'high stakes' involved as other modes of national or state assessments, thus obviating the charge that they have an adverse impact on schools. The key is to hold the states accountable. Because they involve only several thousands of students in the states, no individual district, school, principal or staff would be 'beaten up' over poor test scores. This makes the exams more amenable to almost everyone.

RECOMMENDATION: That FCSS take the appropriate steps to communicate with NCSS and other national organizations as well as individual members of Congress on the urgent need for state comparative data on the upcoming NAEP Civics and US History assessments in 2006 and on the need for more frequent future assessments.

ISSUE FOUR: The length of time for which an ESOL student’s F.C.A.T. score should be used for accountability purposes. should be extended from two to three years. (TABLED )
- Research states that it takes six or seven years for a student whose native language is different from English to be proficient in reading and writing in our language. Federal guidelines for No Child Left Behind use a three year period of time before such scores are factored into accountability measurements. Florida’s accountability provisions should not be more punitive than federal standards.



RECOMMENATION: The length of time for which an ESOL student’s F.C.A.T. score should be used for accountability purposes should be extended from two to three years. (In 2004 FCSS voted to NOT support this goal at this time. The Florida Association of Social Studies Supervisors (FASSS) continues to support this legislative goal.)

ISSUE FIVE: Eventual inclusion of social studies as part of Florida’s Comprehensive Assessment Test. (Level Two Priority)
- Social studies professional organizations has since 1984 called for a statewide assessment of student understanding of the core content areas of History, Geography, Economics and Civics.
- Soon the state will once again be modifying FCAT to include student performance in the ‘mechanics of writing’. We now have MULTIPLE measures of student performance in Writing, Mathematics, Reading and Science in grades three through ten. These subjects are assessed not only as part of FCAT, but as part of the federal “No Child Left Behind” legislation, both SAT and ACT college entrance examinations, and through the state by state comparisons on NAEP administrations.
- Compared to all these multiple measures in the area of reading, math, writing and science, Florida has NEVER had any idea how well its students understand their past heritage, our governmental and economic systems nor the world around them. Nor, seemingly, does Florida care what its students know about these subjects. Once the mainstay of public education, these subjects comprise the forgotten area of the curriculum.
Again, the current Student Progression Law states that although a student’s performance in reading, writing, and math MUST be taken into account when promoting a student from one grade level to the next, their understanding of our nation’s history, our governmental and economic systems and the world around them need not even be considered for this purpose. ! It is inconceivable that we shall in the near future find citizens willing to volunteer to defend our way of life, when repeated surveys inform us that vast numbers of our students are illiterate in terms of citizenship education. Although we realize that financial constraints impede efforts to immediately add social studies to the state’s assessment program, we feel that the legislature must state the goal of adding it to FCAT some four or five years from now. If knowledge of civic education is not MORE important than the ability to discern whether or not our students understand the correct use of a comma versus semi-colon, how to properly use a plural possessive apostrophe or how to describe the life cycle of a species, it ought to at least given EQUAL attention.
RECOMMENDATION: FCSS favors amending Florida Statute 1008.22 by adding social studies as an area for statewide assessment. This law should go into effect no later than 2009.

ISSUE FIVE: Transfer of Florida’s Heritage / Educational Resources (Level Two Priority)

Last year, the Governor submitted a budget with proposals to enable the following cost cutting proposals to be made. Several departments serving social studies classrooms were obviously going to be effected by proposals briefly submitted by the Governor. The attempt to pass this law was delayed but may return this coming session.

Early estimates from individuals in the Department of Historical Resources reported that 31 positions at the Museum and over 40 at the Library were scheduled for elimination. Employees were to be transferred to other departments and were encouraged to “look for other employment”.
At the time no one could confirm that positions pertaining to educational programs and state history would be secure or that programs such as Florida History Day, the Florida Heritage Education Program, etc. would be supported. If approved, FCSS will continue to monitor the situation.
People to contact concerning this are:
Gina Brunson, Bureau Chief, Museum of Florida History – phone 850-245-6386. She’s informed us that all of her 31 full time staff have received letters stating that their positions will be eliminated by summer. (Mr. Vernon Peoples, long time Florida legislator, cautioned that only the legislature can actually eliminate these positions by it’s approval of the budget process. This is being taken under consideration at the present time.)
Janet Mathews, Director of Division of Historical Resources – phone 850-245-6300. Basically, her division would be drastically downscaled leaving perhaps 20 persons in a department that would manage Historic Preservation Grants and National Historic Registry matters. The Museum, state archives, State Library, sites such as the San Luis Historic Site, the Old Capitol and others would be transferred to the State Parks and Recreation Department.
Fred Gaske, an administrator in Janet Mathews’ division (not sure of his title) who has the details as to the impact the changes will have. (Phone: 850-245-6300) It was Mr. Gaske who informed us, when we asked him to comment on whether current educational services and programs to teachers would continue, that staff cuts were probably going to cause these to be eliminated There was “no guarantee” anyone would be available to assist teachers in these efforts.
Jennifer Nash – The director of the State Library. (Phone: 850- 245-6518)
In the past FCSS has sought answers to the following questions and will need to provide an update on the status of the following.

1. What provisions will be made to continue teacher in-service programs on the subject of Florida’s heritage to teachers ? (Rationale: This is mandated instruction by the state and few resources currently exist.)
2. What assurances exist that curriculum development and other instructional materials will continue to be developed? (Again, districts to not have much in the way of resources and the Florida Heritage Program materials and other such resources need to be electronically produced on CD ROM, and much more needs to be done in this area.)
3. What are the advantages of dispersing the state library to other sites across Florida? (FSU, as it was originally planned was to take the collection, but doesn’t want it. Dispersing it will make historical research much more difficult, will allow documents and resources to possibly deteriorate, and relegates our states’ heritage to a ‘garage sale’ type mentality.)
4. What are the advantages of reducing the division of Historical Resources and collapsing programs such as the Museum of Florida History into the Dept. of Parks and Recreation? (We must figure that the entertainment and tourism function will probably outweigh the educational mission of instilling in our children an awareness of our states’ unique history.)
5. What assurances do we have the Florida History Day Program will continue to be coordinated with the assistance of people in the Museum of Florida History? (Whereas President Bush has cited this as one of three outstanding ways to revitalize the teaching of history in our schools, we ought to be cautious the Gov. Bush’s plan might eliminate support for this. FCSS has a vested interest in the program and has given about $7,000 in student scholarships and other support to the program in the last two years.)
6. How many staff positions in the Division of Historic Preservation are scheduled for elimination? (I’ve been told 31 will be eliminated in the Museum of History and over 40 at the Library.)
7. How many documents, books, maps and other resources are currently available, and thus prone to ‘loss’ at the State Library? What are some of their more valuable resources that are contained there? (Nick Wynn, President of FHS says there are one million books going back to the days of print – the Gutenberg Bible, 250,000 photos, thousands of maps and other documents. These all require proper storage & protection from the air, light, etc. The FHS alone estimates that they spend over $3,000 housing their own collection and they don’t have the resources to take on additional responsibilities. Nor did FSU wish to do so? This likely will mean that these valuable resources will be at risk of deterioration.)
8. How will the Archives branch of the State Library be affected by the change?
9. How will this change impact the department of Mrs. Glenda Hood, the new Secretary of State, who will soon be sworn into that office? (Where is her department to be “housed”?)
10. Will staff positions at the OLD CAPITOL be eliminated?
11. How is it that NEW MONIES for a residential Math-Science High School are able to be placed in the budget when there appears to be drastic cuts made in the educational mission of teaching our youth about Florida’s unique history and preserving this history?
RECOMMENDATION: At this time FCSS strongly opposes the dismantling of the State Archives, State Museum and reconstitution of the Florida State Museum. Rationale: The cost of moving these resources to other sites and the loss of support for the teaching of Florida Studies is too great for us to support the Governor’s proposal. Moreover, in our belief it is better to eliminate some sales tax exemptions and thereby raise needed financial resources for this fiscal year than to perhaps permanently lose our state’s vital heritage education programs and resources, many of which have been procured over the last 150 years.

Sons of the American Revolution Lobby DOE for Increased Emphasis on History!

March 29, 2004


Hon. James Horne
Commissioner of Education
325 West Gaines St., Suite 1514
Tallahassee, FL 32399
FAX: (850) 245-9667

RE: HB-0081 and related

Dear Commissioner Horne:

This letter is being written on behalf of The Florida Society of the Sons of the American Revolution (sometimes the SAR is called the President's Society as all US Presidents but four have been members since we were organized in the late 1800's; Governor Bush also is a member).

As you might expect, we are particularly interested in having our young people understand how our country was formed and, especially, the historic, civic and economic principles on which it is based. To that end, we are very supportive of having American History, Government and Economics taken into consideration as a basis for promotion in the schools and as a requirement for High School graduation.

Indeed, we were quite dismayed last year when appropriate bills (both House and Senate) easily cleared committee but were not brought to a vote. Moreover, we are concerned about some of the unfortunate interpretations currently being made about the relevant bills for this year (SB- 0426, SB-0364 and, especially, HB-0081). We are particularly disturbed to learn that they may not be acted upon this year either. Do you not agree that is most urgent that the cited Social Studies be taken as seriously as mathematics, reading, writing and (now) science? We appreciated the support given to this initiative by your Chancelor of K-12 Programs, Jim Warford (see attached letter), and hope that the department will continue to ensure that student’s performance in social studies is taken into the equation when they are being considered for promotion.

In any event, our members are generally monitoring this situation -- with a number of us from the Education Committee and the Board of Management actively doing so. We sincerely hope that these bills will be passed this session.

Thank you for your kind consideration of this communication and your support of good civic
education in the State of Florida.


Sincerely,


Harry Hollien, PhD
FLSSAR Regional Vice President and
Chair, Education Committee

Copies to:
Chancellor James Warford
Dr. Cornelia Orr
Kathy Mizereck
Senator Lee Constantine
Representative Bev Kilmer (she’s running for Congress)
Mr. Jack Bovee

Status on the State of Civic Education in Florida

Classroom Teacher Survey - 2004

Our organizations are interested in hearing from classroom teachers regarding the status of Civic Education in Florida. Please take a moment, complete the survey below, and return it to the person at the end of the survey. Thank you. (Textboxes are provided in the appropriate blanks. Simply ‘left click’ on the blank, make the text box appear and then type directly in the box to make an electronic version of your response.)

1. Your name (optional) ____________________________

2. Grade / Subject you teach _________________________

3. District ______________________________________

4. Number of years you have been teaching social studies. _____ (Over 5 years preferred.)

For the following statements, circle the word or number you MOST AGREE WITH.

5. In the last five years, I have seen the daily minutes or time devoted to Social Studies instruction to
a. be greatly increased.
b. be slightly increased.
c. remain the same
d. to be slightly decreased.
e. to be greatly decreased.
____
6. My current social studies textbooks are
a. less than six years old.
b. more than six, but less than 8 years old.
c. more than 8, but less than 10 years old.
d. more than 10 years old.
____
7. Which statement below is most accurate with regard to the status of current wall maps in your classroom? Check ALL that apply.
a. the current maps in my classroom are the original ones that were furnished when the school was built. The number of years old your school is ____.
b. I have a world maps less than 10 years old. (Eritrea is shown as part of former Ethiopia & Russia is shown with the Independent Commonwealth States of the former U.S.S.R.)
c. I have a world map that is from BEFORE 1992. (Yugoslavia is shown or U.S.S.R.)
d. I have a world map from BEFORE 1990 (East and West Germany are shown).
e. I do NOT have a world map in my classroom.____

8. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic civic knowledge as they have had in the past.
b. SLIGHTLY MORE civic understanding than they have had in the past.
c. a GREAT DEAL MORE civic understanding than they have had in the past.
d. SLIGHTLY LESS civic understanding than they have had in the past.
c. a GREAT DEAL LESS civic understanding than they have had in the past.
____
9. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of history as they have had in the past.
b. SLIGHTLY MORE historical understanding than they have had in the past.
c. a GREAT DEAL MORE historical understanding than they have had in the past.
d. SLIGHTLY LESS historical understanding than they have had in the past.
c. a GREAT DEAL LESS historical understanding than they have had in the past.
____
10. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of geography as they have had in the past.
b. SLIGHTLY MORE geographical understanding than they have had in the past.
c. a GREAT DEAL MORE geographical understanding than they have had in the past.
d. SLIGHTLY LESS geographical understanding than they have had in the past.
c. a GREAT DEAL LESS geographical understanding than they have had in the past.
____
11. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of economics as they have had in the past.
b. SLIGHTLY MORE economic understanding than they have had in the past.
c. a GREAT DEAL MORE economic understanding than they have had in the past.
d. SLIGHTLY LESS economic understanding than they have had in the past.
c. a GREAT DEAL LESS economic understanding than they have had in the past.

12. Have you heard of or do you personally know of another teacher who has been asked to lessen the emphasis on social studies instruction in the last few years?
___ yes __ no

13. What is the current amount of TIME (minutes or hours per week, days per term or semester) that is devoted to social studies instruction at your school? If there has been a reduction from an earlier time, please state the percent of time for which this instruction has been reduced.

14. Have historical field trips to museums or other programs been affected in recent years?
___ yes __ no In needed, explain:

Please feel free to attach any additional anecdotal information regarding the status of student understanding of social studies content when they come to your school or classroom.