FCSS / FASSS
Position Paper on 2007-08 Legislative Issues (These were continued for the future until passage of a comprehensive assessment program for Social Studies for Florida's students.)
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. These allow FCSS / FASSS to take positions supporting other issues when addressing the main priority of the organization.
RECOMMENDATION ONE: Florida Statute 1008.22 should be amended so as to add social studies as an area for statewide assessment. This law should go into effect no later than 2009.
Current status: The case for this is well known. We would be open to a strictly electronic assessment format to reduce fiscal impact, a sufficient percentage sampling of students in each district as opposed to census testing, and other reasonable compromises. Since the Legislature and Commissioner of Education have both called for rigorous end-of-course assessments similar to those for the N.Y. State Regent’s Diploma, we have lobbied key legislative leaders and D.O.E. officials for the purpose of making the American History high school course the next schedule assessment for high school students in Florida.
Priority Level: One
THE FCSS BOARD OF DIRECTORS VOTED TO IMPLEMENT A SINGLE FOCUS FOR THE ACTIVITIES OF THE ADVOCACY COMMITTEE – PASSAGE OF A STATE-WIDE ASSESSMENT PROGRAM FOR SOCIAL STUDIES. As a result, the goals which follow are presented here as secondary issues which teachers may also wish to support.
RECOMMENDATION TWO: FCSS should work with other civic-minded organizations to conduct a statewide campaign to incorporate social studies as part of the FCAT.
Current Status: As a result of efforts by former Governor Bob Graham, Congressman Lou Frey, Chief Justice Lewis and numerous others bills were introduced in the legislature by House and Senate leaders calling for social studies to become part of FCAT.
Priority Level: Two
RECOMMENDATION THREE: FCSS should work with other civic-minded organizations to conduct a statewide survey of student civic and historical knowledge at the elementary and secondary levels, the results of which should be released to the public and the Commissioner of Education.
Current Status: No such survey or assessment has ever been done with large numbers of students in Florida. Sample questions should be based upon N.A.E.P. assessment items and other previously known surveys so that some comparison might be made. Consideration should be given to institutionalizing such a survey for the purpose of annually bringing civic literacy to the state’s attention each September. When possible, the data should be disaggregated by region, gender, grade level, and race/ethnicity. Results should be shared with the Florida’s legislators, various media outlets and the Florida Association of Educational Writers.
Priority Level: Two
RECOMMENDATION FOUR: The state should establish the Florida Commission on Civic Education for the purpose of (1) educating students on the importance of citizen involvement in a representative democracy, and for (2) promoting communication and collaboration among organizations in the state that conduct civic education programs.
Current Status: There are now several organizations with state-wide reach that promote civic understanding – The Florida Law Related Education Association and the Florida Joint Center for Citizenship – which make this priority less critical than in the past.
Priority Level: Two
RECOMMENDATION FIVE: FCSS should continue to 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 regarding this year’s NAEP Civics and US History assessments.
Current Status: Senator Lamar Alexander has for the third time filed legislation (S860, S2721, and S1414) to provide for a pilot assessment of up to ten states to be compared to the national profile which will be obtained from last January’s History and Civics assessments. NCSS during the 110th Congress was able to have Rep. Betty McCollum (D-MN) introduce an identical measure (H6525) in the House of Representatives for which she is securing co-sponsors. As no action was taken on these measures during both sessions of the last Congress, they will have to be reintroduced for a FOURTH time in the 111th Congress when it convenes in 2009/
Priorit Level: One
RECOMMENDATION SIX: We recommend inclusion of “social studies” in the state Student Progression Law (F.S. 1008.25).
Current Status:
- 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 elementary 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. Students must complete three years of successful Social Studies instruction in the Middle Grades and must be remediated before being promoted to the next grade.
Priority Level: Two
RECOMMENDATION SEVEN: The Legislature should require that the Florida Department of Education complete a comprehensive survey on the Status of Social Studies Education in Florida.
Current Status: 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. Two years ago the legislature pass a measure to complete a study on Physical Education throughout the state.
Priority Level: Two
RECOMMENDATION EIGHT: 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.
Current Status: (TABLED by FCSS in the past although supported by FASSS ) 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.
Priority Level: Two
RECOMMENDATION NINE: We urge the repeal of the Special Teachers Are Recognized Program.
Current Status: By another statute, Districts must provide differentiated salaries to instructional personal. The S.T.A.R. program was hastily devised and there are not enough reliable or valid measures of student performance to implement it. Through its enactment the legislature has added to the burdens of districts.
Priority Level: Two
Other:
Possibly Recommend the Establishment of a Veteran’s Curriculum Taskforce to consolidate, develop and promote instructional resources related to Florida Statute 1003.42.
Saturday, May 3, 2008
Friday, May 2, 2008
Patriot's Day Guest Editorial
April 25, 2005
Re: Guest Editorial or Article
Sadly, most of the nation’s newspapers (Education Week included) seemingly ignored an important event that recently involved several of the nation’s noted historians, key Congressional leaders and educators. The National Council for History Education brought these groups together in the nation’s capitol last week to commemorate both “Patriot’s Day” and to call for a national campaign to “Make History Stronger in Our Schools”. That this is needed, no one denies. Kathleen Manzo’s recent article (“Social Studies Losing Out to Reading, Math,” March 15, 2005) accurately described the deplorable state that the subject has come to in the nation’s schools. She cited a litany of problems in the teaching of History, Civics and Social Studies in states such as California, Maryland, Florida, and Illinois.
But it’s worse than this. Knowledge of economics and geography is equally deplorable. Several international surveys now indicate that American young adults possess less knowledge requisite for U.S. citizenship than even their peers from around the world! A Roper Survey for National Geographic conducted in nine countries in 2002, for example, showed American students coming in last in knowing the correct size of our population, identifying which nation gave sanctuary to the Taliban and Osama bin Laden, and even the ability to identify our nation on a world map! Not surprisingly, noted historian David McCullough recently stated that nothing less than “national security” is at stake due to this rising tide of historical and civic ignorance.
Those assembled in the nation’s capitol for “Patriot’s Day” last week put forth a powerful argument for the revitalization of American History. Senator Lamar Alexander has repeatedly stated that based upon National Assessment for Education Progress (N.A.E.P.) results for all academic subjects, “American history is our students worst subject”.
It’s interesting to note that during the confirmation hearing for Margaret Spellings, not a single question was directed to her as to what plans she has for how the Department of Education might reverse this trend. One legislative proposal filed by Senators Alexander and Kennedy to coincide with “Patriot’s Day” -- Senate bill 860 -- may offer a solution. Aimed at the elimination of ‘second-class status” on N.A.E.P. for History and Civics, it would authorize Spelling to spend $5 million to hold up to 10 states accountable for how well they prepare students in History and Civics. Comparisons of states to one another and to a national average have been done for many years in the areas of Math, Reading, Writing and Science at grades four and eight, but these have never occurred in History or Civics. The federal Department of Education actually spends more money annually to collect comparable state data on the extent of teenage drinking, smoking and drug use than that being proposed by S860! This is the second time the bill has been filed by the senators. In the 108th Congress the measure (S2721) never even came up for a vote. Nor was there much of a cry amongst History or Civics educators that it do so. Surprisingly, it was strongly advocated by social studies educators. These folks, perhaps more familiar with the realities of K-12 public education, realize that until you begin to hold some states accountable, History and Civics will continue to lose valuable time and resources. The old adage, “What gets tested is what gets taught,” holds true today more than ever before. I might add, however, “This only happens if you’re keeping score.” In the case of History and Civics, no one is.
It’s easily argued that when states are not held accountable to a national standard, they need mot worry or do much to improve. Take Florida, for example. Governor Jeb Bush and leading legislators serve as commissioners to the Education Commission of the States. One of the main missions of this group is to improve civic education programs. As a result, a subsidiary of this group - the National Center for Learning and Citizenship (NCLC) - has been formed to carry out this mission and to serve as a repository for civics educators. Perhaps not surprisingly, NCLC argues for increased assessment of civic knowledge by local school districts or by the state. It is mute on the idea of granting Civics parity -- by comparing states’ performance in this subject -- with other subjects on N.A.E.P. As a result, Florida politicians who serve on the Education Commission of the States need not worry about how Florida will compare to other states or to a national average. Incredulously, in recent years Governor Bush and these same legislative leaders have signed into law proposals eliminating American History and American Government as required high school courses for all students. Moreover, despite support from the Florida League of Women Voters and from social studies teachers, the legislature has for three years refused to pass a bill which would require districts to take student performance in history/civics/social studies into consideration when children are promoted from one grade to the next. Nor should it be any surprise that none of these subjects are part of the state’s assessment program.
What is surprising is the near total silence on the subject of revitalizing the upcoming 2006 N.A.E.P assessments in U.S. History and Civics by nationally renowned educators – even those with a strong affinity for the civic mission of our schools! Chester Finn and Diane Ravitch, both well known for their heated editorials attacking “social studies” as the primary culprit for today’s decline of historical and civic knowledge, have never argued for a revitalized N.A.E.P similar to that proposed by former Secretary of Education Lamar Alexander. They argue for, among other things, increased history training opportunities for teachers. They miss the fact that by never holding states accountable, nothing will ever change! What many seem to forget is that Congress has appropriated almost $400 million in the last few years for training teachers in the areas of history and civics. While appreciative of this, I’m amazed that Congress has yet to authorize a paltry $5 million to find out how well the states seem to be living up to their civic responsibilities. When 2006 passes, the opportunity to do this again won’t come around in the N.A.G.B. schedule until 2012 (Civics). The next U.S. History assessment isn’t listed on their current schedule, and can be presumed to come until after 2012.
Equally surprising is the lack of Op-Ed articles from leading national educators decrying the proposal by the National Assessment Governing Board (N.A.G.B.) to possibly eliminate future 12th grade assessments in U.S. History, Civics and Geography. These provide our only window on how well we’ve prepared voting age students in these vital subjects. President Bush, who unfortunately once endorsed a delay in the 2001 Civics assessment so resources might be reallocated to Reading and Math, endorsed this new 12th grade plan some time ago. He did so in order that N.A.G.B. could use their resources to consider initiating for the first time statewide comparisons in Reading and Math at grade 12.
If there is a trend, it is the movement to postpone, eliminate or eviscerate any attempt to hold states and students accountable in these vital subjects. There is a dire need to restore History and Civics to their rightful place in public education. In the rush to do so, however, let’s not lose sight of the important need to hold a few states accountable for what our students have learned! Until this happens, things will only get worse!
Jack Bovee
Legislative Chair, Florida Council for the Social Studies
The writer is a 32-year social studies educator, a former elementary school principal, and now the coordinator for K-12 Social Studies in Collier County, Fla.
Re: Guest Editorial or Article
Sadly, most of the nation’s newspapers (Education Week included) seemingly ignored an important event that recently involved several of the nation’s noted historians, key Congressional leaders and educators. The National Council for History Education brought these groups together in the nation’s capitol last week to commemorate both “Patriot’s Day” and to call for a national campaign to “Make History Stronger in Our Schools”. That this is needed, no one denies. Kathleen Manzo’s recent article (“Social Studies Losing Out to Reading, Math,” March 15, 2005) accurately described the deplorable state that the subject has come to in the nation’s schools. She cited a litany of problems in the teaching of History, Civics and Social Studies in states such as California, Maryland, Florida, and Illinois.
But it’s worse than this. Knowledge of economics and geography is equally deplorable. Several international surveys now indicate that American young adults possess less knowledge requisite for U.S. citizenship than even their peers from around the world! A Roper Survey for National Geographic conducted in nine countries in 2002, for example, showed American students coming in last in knowing the correct size of our population, identifying which nation gave sanctuary to the Taliban and Osama bin Laden, and even the ability to identify our nation on a world map! Not surprisingly, noted historian David McCullough recently stated that nothing less than “national security” is at stake due to this rising tide of historical and civic ignorance.
Those assembled in the nation’s capitol for “Patriot’s Day” last week put forth a powerful argument for the revitalization of American History. Senator Lamar Alexander has repeatedly stated that based upon National Assessment for Education Progress (N.A.E.P.) results for all academic subjects, “American history is our students worst subject”.
It’s interesting to note that during the confirmation hearing for Margaret Spellings, not a single question was directed to her as to what plans she has for how the Department of Education might reverse this trend. One legislative proposal filed by Senators Alexander and Kennedy to coincide with “Patriot’s Day” -- Senate bill 860 -- may offer a solution. Aimed at the elimination of ‘second-class status” on N.A.E.P. for History and Civics, it would authorize Spelling to spend $5 million to hold up to 10 states accountable for how well they prepare students in History and Civics. Comparisons of states to one another and to a national average have been done for many years in the areas of Math, Reading, Writing and Science at grades four and eight, but these have never occurred in History or Civics. The federal Department of Education actually spends more money annually to collect comparable state data on the extent of teenage drinking, smoking and drug use than that being proposed by S860! This is the second time the bill has been filed by the senators. In the 108th Congress the measure (S2721) never even came up for a vote. Nor was there much of a cry amongst History or Civics educators that it do so. Surprisingly, it was strongly advocated by social studies educators. These folks, perhaps more familiar with the realities of K-12 public education, realize that until you begin to hold some states accountable, History and Civics will continue to lose valuable time and resources. The old adage, “What gets tested is what gets taught,” holds true today more than ever before. I might add, however, “This only happens if you’re keeping score.” In the case of History and Civics, no one is.
It’s easily argued that when states are not held accountable to a national standard, they need mot worry or do much to improve. Take Florida, for example. Governor Jeb Bush and leading legislators serve as commissioners to the Education Commission of the States. One of the main missions of this group is to improve civic education programs. As a result, a subsidiary of this group - the National Center for Learning and Citizenship (NCLC) - has been formed to carry out this mission and to serve as a repository for civics educators. Perhaps not surprisingly, NCLC argues for increased assessment of civic knowledge by local school districts or by the state. It is mute on the idea of granting Civics parity -- by comparing states’ performance in this subject -- with other subjects on N.A.E.P. As a result, Florida politicians who serve on the Education Commission of the States need not worry about how Florida will compare to other states or to a national average. Incredulously, in recent years Governor Bush and these same legislative leaders have signed into law proposals eliminating American History and American Government as required high school courses for all students. Moreover, despite support from the Florida League of Women Voters and from social studies teachers, the legislature has for three years refused to pass a bill which would require districts to take student performance in history/civics/social studies into consideration when children are promoted from one grade to the next. Nor should it be any surprise that none of these subjects are part of the state’s assessment program.
What is surprising is the near total silence on the subject of revitalizing the upcoming 2006 N.A.E.P assessments in U.S. History and Civics by nationally renowned educators – even those with a strong affinity for the civic mission of our schools! Chester Finn and Diane Ravitch, both well known for their heated editorials attacking “social studies” as the primary culprit for today’s decline of historical and civic knowledge, have never argued for a revitalized N.A.E.P similar to that proposed by former Secretary of Education Lamar Alexander. They argue for, among other things, increased history training opportunities for teachers. They miss the fact that by never holding states accountable, nothing will ever change! What many seem to forget is that Congress has appropriated almost $400 million in the last few years for training teachers in the areas of history and civics. While appreciative of this, I’m amazed that Congress has yet to authorize a paltry $5 million to find out how well the states seem to be living up to their civic responsibilities. When 2006 passes, the opportunity to do this again won’t come around in the N.A.G.B. schedule until 2012 (Civics). The next U.S. History assessment isn’t listed on their current schedule, and can be presumed to come until after 2012.
Equally surprising is the lack of Op-Ed articles from leading national educators decrying the proposal by the National Assessment Governing Board (N.A.G.B.) to possibly eliminate future 12th grade assessments in U.S. History, Civics and Geography. These provide our only window on how well we’ve prepared voting age students in these vital subjects. President Bush, who unfortunately once endorsed a delay in the 2001 Civics assessment so resources might be reallocated to Reading and Math, endorsed this new 12th grade plan some time ago. He did so in order that N.A.G.B. could use their resources to consider initiating for the first time statewide comparisons in Reading and Math at grade 12.
If there is a trend, it is the movement to postpone, eliminate or eviscerate any attempt to hold states and students accountable in these vital subjects. There is a dire need to restore History and Civics to their rightful place in public education. In the rush to do so, however, let’s not lose sight of the important need to hold a few states accountable for what our students have learned! Until this happens, things will only get worse!
Jack Bovee
Legislative Chair, Florida Council for the Social Studies
The writer is a 32-year social studies educator, a former elementary school principal, and now the coordinator for K-12 Social Studies in Collier County, Fla.
Justice O’Connor Again Misses the Big Picture on Civics
Here's 'more of the same' from the former Supreme Court Justice. ("Turning Students Into Citizens" by Justice Sandra Day O'Connor, October 27, 2008.)
As we look to the beginning of a new Presidency and Congress, the National Assessment Governing Board makes preparation for the upcoming 2010 NAEP assessments in Civics and U.S. History. I found it interesting that Justice O'Connor continues to ignore this event. She could not bring herself to utter even one word about the inequity which Civics faces at the national level -- that no state has ever been held accountable for how well it imparts to students the knowledge and skills requisite for effective citizenship. For the umpteenth time she has said not a word, nadda, zip, zero!
I find it a bit amusing to see that Justice O'Connor once again begins with the comment "we are failing to impart civics information . . ." and then proceeds to cite the ever famous survey that revealed kids today know the "Three Stooges" better than they know the "three branches" of government. Although she discusses the 'partial answer' to the problem, I keep wondering when she is ever going to address the 'rest’ of the problem? She never has and apparently never will'.
Justice O’Connor, for what reason would the president's brother, Governor Jeb Bush of Florida, sign into law a measure that once eliminated American Government and American History as graduation requirements for all students? For anyone who needs reminding, it was because Florida wasn't being held accountable on these subjects and they weren't therefore 'important' to his mission of 'raising student achievement.' Although we need to thank O'Connor for once again sharing the awareness that we've lost 'instructional time' to civics (I wonder what caused that to happen?), I resent her contention that the major problem for this crisis is that it's being taught poorly by teachers. Or that it's our 'textbooks’ fault. Or that a half billion dollars in teacher training hasn't been enough to get things 'right' by now. Although we all agree with her statement that it’s too ‘important’ to put on the sidelines, it’s just as obvious that until someone starts to keep score, this subject won’t get much playing time on the field. And even if it does, what will keep it that way?
When she does manage to speak to the impact of national testing in areas other than civics, she seemingly can't even mention the everlasting inequity we face on the NAEP assessments that occur every 4-8 years. Worse, she can’t even seem to mention that these assessments are even coming up again in 2010. (Does she even know this, one wonders?) Two bills in Congress (S1414 and H6525) would address this issue by appropriating $8 million in order that the Department of Education could compare the student achievement scores in grades 8 and 12 in up to 10 states against a national profile – something which is routine for all other core subjects. These bills have languished in committee for the last three Congresses as the situation has only grown worse. Justice Connor missed this opportunity in the last NAEP of 2006 and she cannot seem to depart from the role of being Nero while Rome burns! The time to address the need for such a program is now Justice O’Connor, not the year they are to be administered.
Every governor and every state DOE webpage is filled with references to "The Nation's Report Card," as NAEP is called. It appears that hell will first freeze over before anyone at the national level gets some realistic talking points to Justice O'Connor so that when she takes the Bully Pulpit the next time she might be able to describe what the 'rest’ of the problem is.
How could the 'conspiracy of silence' which began long before the NAEP 2006 assessments took place continue to this day? How can it be that Justice O’Connor and other national civic leaders and historians for the most part remain mute on this issue? Why is it that Congress will once again have to -- for the FOURTH time -- watch as civics and history professional organizations practically ignore legislation that would reform NAEP and quite possibly help serve to turn the tide in restoring our curriculum as a core subject area?
Heaven only knows. Perhaps there really IS a conspiracy to destroy the nation. That makes about as much sense as some of the 'answers' to the above questions.
That's just my two cents.
Jack Bovee
199698 Villa Rosa Loop
Ft. Myers, FL 33967
Phone 239-482-8594 email: JSBovee@aol.com
The writer has been a social studies educator, a former elementary school principal, and serves as Legislative Chair for the Florida Association of Social Studies Supervisors. He may be reached at JSBovee@aol.com.
Lack of National Leadership 2006
Fellow FCSS Folks & Fellow Civic Educators — (sent September 3, 2006)
Here are still more recent articles on the crisis the nation currently is experiencing (and will continue to experience) concerning civic and historical illiteracy. They will soon be most likely consigned to the national dustbin like countless hundreds of similar articles before them.
The file to the left is from about one week ago and is titled "Civic Illiteracy: A Threat to America's Freedom".
The second article from NCSS repeats the same theme.
These are nothing new. I believe I've got about 250 such articles dating back to the time Warren Burger resigned the Supreme Court to give us his "civics lesson". Apparently, he was a poor teacher. Since those days, civic and historical illiteracy have been an ever increasing threat to the nation. Noted historian David McCullough argues it now constitutes the "greatest threat" to America's future. Who among us would disagree?
So what is the plan for improvement? If you read Diane Ravitch's recent column in the September 2005 "History Matters" entitled "A Job For the Legislature" it appears that the solution lies at the state level. She bemoans what is happening in New York, much as Tom Foley remarked in the second file below that "civics should be a part of the curriculum from the earliest grades". Right . . . . sure. Teach civics in every grade. Let's pass a Declaration of Independence Teaching Bill to go along with Sen. Byrd's Constitution Day legislation. Meanwhile, Rome burns.
What these folks have YET to face is that Senate Bill 860 — which will once again DIE in this Congress — is probably the BEST answer to this national problem. It would place History and Civics on an equitable plane with Math, Reading, Writing and Science on the national assessment program known familiarly as "The Nation's Report Card." It would hold the states, the various Education Commissioners and the respective state legislatures such as Ravitch's own New York state accountable for how well they prepare our future citizens. And it would cost a trifling compared to the buckets of money thrown at teacher training over the past few years. Katrina will undoubtedly end the gravy train of such teacher training workshops. Where is the long term benefit?
Why is it that not a single national organization (except NCSS) among all those historical and civic groups have yet endorsed S860? Despite repeated calls from the Florida Council for the Social Studies to all the major national organizations to get behind S860, we've not seen it mentioned in print in paragraph form from these groups even once. No calls for folks to write their Senators or Congressmen urging it be scheduled for a vote. No guest Op Ed pieces from the nation's preeminent leaders in Civics or History on the possible benefits of this legislation. Natta. Zilch. Zero. Where are the editorials and speeches asking Congress to pass this bill? Why is it Ravitch, who served TWO terms on the National Assessment for Educational Progress can't see past her nose on this issue? [The fact she put so many years in the position with NEVER ONCE bewailing the second-class status accorded to these subjects for which she was the 'sitting expert' makes her in my mind, the enemy, not our friend. But that's just my opinion.] Why is it that Chester Finn, who rails against social studies educators from his bastion at the Fordham Foundation can't deign to mention the lack of equity on NAEP as a possible solution to this crisis? Instead these folks often rail against 'social studies' majors like there is some dark conspiracy that social studies is destroying the nation. I can even put up with that nonsense if they would at least MENTION S860 in passing. They can't even do that! (Read Ravitch's paragraph one which she predicts another NAEP catastrophe for civics and history without even alluding to the reason why! If no state is held accountable, then no single governor nor state commissioner of education need worry! (Read the fourth file to see how hypocritical they can be - like Florida's Governor Jeb Bush has proven to be on this issue.) How many of those watching or reading about the testimony David McCulloch and NAGB chairman Charles Smith gave at this summer's hearing on S860 even knew that Smith's own NAGB planned to eviscerate the national assessment of these subjects at grade 12? Or that President Bush has supported this plan? With 'friends' of history and civics such as these, who needs enemies? Yet where is ANY mention of any of this past history in any paper by anyone? Surely, Ravitch and Finn have selected their battles very carefully.
The 2006 NAEP Assessments on History and Civics are currently in the preparation stage while the reform bill sponsored by Senators Alexander and Kennedy languishes in yet another Congress. As of last week it hadn't even been scheduled for a vote. The ten year battle of FCSS to reform NAEP will apparently die in the 109th Congress as it did in the 108th Congress. It will have died because Ivory Towered folks really don't understand what has been driving K-12 education for the last 20 years. It will have died because many of the national groups were more concerned about consulting contracts than they were about restoring equity to our curriculum. It will have died because some leaders were more alarmed over threats to their fiefdoms than they were about the future of this nation. It will have died for many unknown reasons. [Can anyone explain the reason for the deafening silence on this bill from folks who are seemingly concerned about civic and historical literacy?]
I think there will be plenty of blame to go around as to why all the professional groups have lost yet another opportunity to end the second-class status of our curriculum on NAEP.
Neither Hitler nor Stalin could have devised a better plan for our civic undoing. What IS amazing is how many folks like Diane Ravitch can't seem to see beyond their own backyards. All are agreed we have a national problem — where are we with the reasonable national solution of holding states and hence school districts and students responsible for what they know and understand about these vital subjects? Nowhere.
If and when this bill dies, FCSS should raise bloody hell over this debacle and let the chips fall where they may!
Jack Bovee
Naples, Florida
Attach. 1: Civic Illiteracy Threatens America's Freedom
Attach. 2: Another NCSS alert on the harmful effects of NCLB (but which ommited mention of S860)
Attach. 3: Diane Ravitch Article in NCHE "History Matters"
Attach. 4: my Guest Op Ed piece sent to West VA and FL papers opposing "Constitution Day" legislation as meaningless trop
Here are still more recent articles on the crisis the nation currently is experiencing (and will continue to experience) concerning civic and historical illiteracy. They will soon be most likely consigned to the national dustbin like countless hundreds of similar articles before them.
The file to the left is from about one week ago and is titled "Civic Illiteracy: A Threat to America's Freedom".
The second article from NCSS repeats the same theme.
These are nothing new. I believe I've got about 250 such articles dating back to the time Warren Burger resigned the Supreme Court to give us his "civics lesson". Apparently, he was a poor teacher. Since those days, civic and historical illiteracy have been an ever increasing threat to the nation. Noted historian David McCullough argues it now constitutes the "greatest threat" to America's future. Who among us would disagree?
So what is the plan for improvement? If you read Diane Ravitch's recent column in the September 2005 "History Matters" entitled "A Job For the Legislature" it appears that the solution lies at the state level. She bemoans what is happening in New York, much as Tom Foley remarked in the second file below that "civics should be a part of the curriculum from the earliest grades". Right . . . . sure. Teach civics in every grade. Let's pass a Declaration of Independence Teaching Bill to go along with Sen. Byrd's Constitution Day legislation. Meanwhile, Rome burns.
What these folks have YET to face is that Senate Bill 860 — which will once again DIE in this Congress — is probably the BEST answer to this national problem. It would place History and Civics on an equitable plane with Math, Reading, Writing and Science on the national assessment program known familiarly as "The Nation's Report Card." It would hold the states, the various Education Commissioners and the respective state legislatures such as Ravitch's own New York state accountable for how well they prepare our future citizens. And it would cost a trifling compared to the buckets of money thrown at teacher training over the past few years. Katrina will undoubtedly end the gravy train of such teacher training workshops. Where is the long term benefit?
Why is it that not a single national organization (except NCSS) among all those historical and civic groups have yet endorsed S860? Despite repeated calls from the Florida Council for the Social Studies to all the major national organizations to get behind S860, we've not seen it mentioned in print in paragraph form from these groups even once. No calls for folks to write their Senators or Congressmen urging it be scheduled for a vote. No guest Op Ed pieces from the nation's preeminent leaders in Civics or History on the possible benefits of this legislation. Natta. Zilch. Zero. Where are the editorials and speeches asking Congress to pass this bill? Why is it Ravitch, who served TWO terms on the National Assessment for Educational Progress can't see past her nose on this issue? [The fact she put so many years in the position with NEVER ONCE bewailing the second-class status accorded to these subjects for which she was the 'sitting expert' makes her in my mind, the enemy, not our friend. But that's just my opinion.] Why is it that Chester Finn, who rails against social studies educators from his bastion at the Fordham Foundation can't deign to mention the lack of equity on NAEP as a possible solution to this crisis? Instead these folks often rail against 'social studies' majors like there is some dark conspiracy that social studies is destroying the nation. I can even put up with that nonsense if they would at least MENTION S860 in passing. They can't even do that! (Read Ravitch's paragraph one which she predicts another NAEP catastrophe for civics and history without even alluding to the reason why! If no state is held accountable, then no single governor nor state commissioner of education need worry! (Read the fourth file to see how hypocritical they can be - like Florida's Governor Jeb Bush has proven to be on this issue.) How many of those watching or reading about the testimony David McCulloch and NAGB chairman Charles Smith gave at this summer's hearing on S860 even knew that Smith's own NAGB planned to eviscerate the national assessment of these subjects at grade 12? Or that President Bush has supported this plan? With 'friends' of history and civics such as these, who needs enemies? Yet where is ANY mention of any of this past history in any paper by anyone? Surely, Ravitch and Finn have selected their battles very carefully.
The 2006 NAEP Assessments on History and Civics are currently in the preparation stage while the reform bill sponsored by Senators Alexander and Kennedy languishes in yet another Congress. As of last week it hadn't even been scheduled for a vote. The ten year battle of FCSS to reform NAEP will apparently die in the 109th Congress as it did in the 108th Congress. It will have died because Ivory Towered folks really don't understand what has been driving K-12 education for the last 20 years. It will have died because many of the national groups were more concerned about consulting contracts than they were about restoring equity to our curriculum. It will have died because some leaders were more alarmed over threats to their fiefdoms than they were about the future of this nation. It will have died for many unknown reasons. [Can anyone explain the reason for the deafening silence on this bill from folks who are seemingly concerned about civic and historical literacy?]
I think there will be plenty of blame to go around as to why all the professional groups have lost yet another opportunity to end the second-class status of our curriculum on NAEP.
Neither Hitler nor Stalin could have devised a better plan for our civic undoing. What IS amazing is how many folks like Diane Ravitch can't seem to see beyond their own backyards. All are agreed we have a national problem — where are we with the reasonable national solution of holding states and hence school districts and students responsible for what they know and understand about these vital subjects? Nowhere.
If and when this bill dies, FCSS should raise bloody hell over this debacle and let the chips fall where they may!
Jack Bovee
Naples, Florida
Attach. 1: Civic Illiteracy Threatens America's Freedom
Attach. 2: Another NCSS alert on the harmful effects of NCLB (but which ommited mention of S860)
Attach. 3: Diane Ravitch Article in NCHE "History Matters"
Attach. 4: my Guest Op Ed piece sent to West VA and FL papers opposing "Constitution Day" legislation as meaningless trop
The Campaign that Wasn't Put Into Play - Part III
The short 'guest editorial' below was the third in a series of hard-hitting articles that were never sent to Florida newspapers. They are provided here as an insight into the frustrations Florida's social studies educators felt after a non-productive twenty year campaign to have the Florida legislature address the state's crisis in public education. They are posted here as ways that today's social studies educators might utilize the print media -- in less strident ways perhaps -- to keep all citizens apprized of the status of social studies education in our schools. The idea would be to submit short, focused, REPEATED letters to the editor or postings to newspaper blogs on the 'current crisis' in Florida's public schools.
Florida’s Sad State of Civic Education – Part III
Florida’s students come increasingly from a wide range of diverse backgrounds. In the near future whites Anglos will make up an increasing minority of students in our schools. Many of the new arrivals come from nations without strong republican or democratic traditions. Indeed, the spirit of revolution might be stronger than a deep understanding of republican institutions. Knowing this, it was with some shock that Florida’s civic educators watched in horror as elites in the legislature two years ago eviscerated a core of civic courses such as American History and American Government as graduation requirements for all students. More surprising was the fact they had to fight an uphill battle to restore these courses in last year’s session. In light of Florida’s rapidly changing demographics and its mania for assessing such important knowledge as the life cycle of a tadpole, the correct use of a comma vs. semi-colon, or how to correctly use a possessive apostrophe – such acts will ultimately contribute to national suicide. We are no longer bound together by a common religion, heritage nor even perhaps a common language. When faced with massive immigration in the 1920s the nation’s schools decisively conducted a campaign to teach the recent arrivals what it meant to be an American citizen. No such campaign exists today, nor do educational elites in the state legislature or D.O.E. think it even advisable to have students demonstrate their degree of civic understanding when being considered for promotion from one grade level to the next. A bill to do just that and which has had four separate unanimous votes in the legislature was bottled up in committee last year to deliberately prevent it from seeing the light of day. We have been continually showing how Florida has designed the worst civic education program in the nation. It’s time for a change. Our future is at stake. To help, contact Jack Bovee at 369-1397.
Word Count 317
Florida’s Sad State of Civic Education – Part III
Florida’s students come increasingly from a wide range of diverse backgrounds. In the near future whites Anglos will make up an increasing minority of students in our schools. Many of the new arrivals come from nations without strong republican or democratic traditions. Indeed, the spirit of revolution might be stronger than a deep understanding of republican institutions. Knowing this, it was with some shock that Florida’s civic educators watched in horror as elites in the legislature two years ago eviscerated a core of civic courses such as American History and American Government as graduation requirements for all students. More surprising was the fact they had to fight an uphill battle to restore these courses in last year’s session. In light of Florida’s rapidly changing demographics and its mania for assessing such important knowledge as the life cycle of a tadpole, the correct use of a comma vs. semi-colon, or how to correctly use a possessive apostrophe – such acts will ultimately contribute to national suicide. We are no longer bound together by a common religion, heritage nor even perhaps a common language. When faced with massive immigration in the 1920s the nation’s schools decisively conducted a campaign to teach the recent arrivals what it meant to be an American citizen. No such campaign exists today, nor do educational elites in the state legislature or D.O.E. think it even advisable to have students demonstrate their degree of civic understanding when being considered for promotion from one grade level to the next. A bill to do just that and which has had four separate unanimous votes in the legislature was bottled up in committee last year to deliberately prevent it from seeing the light of day. We have been continually showing how Florida has designed the worst civic education program in the nation. It’s time for a change. Our future is at stake. To help, contact Jack Bovee at 369-1397.
Word Count 317
The Campaign that Wasn't Put Into Play - Part II
Legislative Committee members should often send short 'guest' editorials to local newspapers in the area for the purpose of educating citizens about the need to strengthen our social studies curriculum. Here's a typical one that could also provide readers with links to documents on the FASSS-FCSS Advocacy Website.
Florida’s Sad State of Civic Education – part II
Florida is meticulous about collecting data. We know with scientific accuracy the number of students in each school who understand the desired algebraic concepts for their grade. Thanks to a very intrusive survey amongst 70,000 teens each year, we know the percent of 14 year olds who have been offered illegal drugs, what number of them smoke and how many took a swig of beer in the last month and even week. We could pave our highways with the math and reading statistics we keep on our children. We will soon know with scientific accuracy the percent that correctly can differentiate between a comma and a semi-colon and those who can correctly use a plural possessive apostrophe. We have no idea how many can identify basic tenets of our form of government or understand the underlying principles of our economic system. What little we DO know isn’t very pretty. Some years ago the James Madison Institute in Tallahassee commissioned a study amongst seniors at the University of Florida and Florida State to compare their knowledge of U.S. History and Government with that of their peers across the nation. Students at 50 other prestigious colleges across America failed a simple test designed for assessing high school students’ knowledge on these subjects. Not surprisingly, students at our two state flagship universities did even worse. Amazingly, elite bureaucrats in the Florida Department of Education and legislature have been sabotaging efforts by civic educators to correct the problem. What’s at stake here? Only the future of the state and nation! Franklin cautioned that Americans could maintain the Republic only through an informed citizenry. There is a ton of evidence that Florida’s leaders have failed their civic responsibilities. It’s time to change this travesty. if you'd like more information, go to http://fasss-fcss-legislative-news.blogspot.com/ . If you wish to help, call Jack Bovee at 369-1397.
Word Count 299
Florida’s Sad State of Civic Education – part II
Florida is meticulous about collecting data. We know with scientific accuracy the number of students in each school who understand the desired algebraic concepts for their grade. Thanks to a very intrusive survey amongst 70,000 teens each year, we know the percent of 14 year olds who have been offered illegal drugs, what number of them smoke and how many took a swig of beer in the last month and even week. We could pave our highways with the math and reading statistics we keep on our children. We will soon know with scientific accuracy the percent that correctly can differentiate between a comma and a semi-colon and those who can correctly use a plural possessive apostrophe. We have no idea how many can identify basic tenets of our form of government or understand the underlying principles of our economic system. What little we DO know isn’t very pretty. Some years ago the James Madison Institute in Tallahassee commissioned a study amongst seniors at the University of Florida and Florida State to compare their knowledge of U.S. History and Government with that of their peers across the nation. Students at 50 other prestigious colleges across America failed a simple test designed for assessing high school students’ knowledge on these subjects. Not surprisingly, students at our two state flagship universities did even worse. Amazingly, elite bureaucrats in the Florida Department of Education and legislature have been sabotaging efforts by civic educators to correct the problem. What’s at stake here? Only the future of the state and nation! Franklin cautioned that Americans could maintain the Republic only through an informed citizenry. There is a ton of evidence that Florida’s leaders have failed their civic responsibilities. It’s time to change this travesty. if you'd like more information, go to http://fasss-fcss-legislative-news.blogspot.com/ . If you wish to help, call Jack Bovee at 369-1397.
Word Count 299
The Campaign that Wasn't Put Into Play - Part I
Florida’s Sad State of Civic Education -- part one
Florida has always feared being the nation’s poster boy for civic ignorance. Following the fiasco of Florida’s role in the presidential election in 2000, millions were spent on electronic voting machines and a $200,000 budget was hastily assembled so that teachers could receive Civic instruction. Laws were passed requiring K-12 students to parrot two sentences from the Declaration of Independence while others mandated larger flags for every classroom. What’s the big deal? How many know Floridians know that elites within the Department of Education and state legislature actually resist real civic reform in our schools? National leaders like Sen. Lamar Alexander, Congressman Jim Davis and Phyllis Schaffley regularly describe Florida as hostile to civic education. Congressman Davis actually introduced a law designed to punish Florida for no longer requiring that all students successfully complete courses in American History and American government before receiving their diploma. What’s sad is that despite being told by civic educators of the need to restore these credits plus other credits in Economics and World History for ALL high school students, Florida Senate Education Committee Chair Lee Constantine’s original bill last year would have required students complete only one course containing ‘the principles of American democracy.’ This was another one of those many attempts to pass ‘feel good’ laws on civic education. Thankfully, some legislators would have nothing of it. Floridians should thank Senator Anna Cowin for amending this shortsighted measure and for restoring the traditional civic core of high school credits as the bill went to the next committee. Her amendment passed unanimously and eventually became law. As a result, a catastrophe in civic education was averted. There is much more to do. Floridians should be asking their legislators to do more to ensure that future generations of students understand the basic principles of American democracy and economics. Visit WWW.FCSS.ORG for more.
Word Count 307
Florida has always feared being the nation’s poster boy for civic ignorance. Following the fiasco of Florida’s role in the presidential election in 2000, millions were spent on electronic voting machines and a $200,000 budget was hastily assembled so that teachers could receive Civic instruction. Laws were passed requiring K-12 students to parrot two sentences from the Declaration of Independence while others mandated larger flags for every classroom. What’s the big deal? How many know Floridians know that elites within the Department of Education and state legislature actually resist real civic reform in our schools? National leaders like Sen. Lamar Alexander, Congressman Jim Davis and Phyllis Schaffley regularly describe Florida as hostile to civic education. Congressman Davis actually introduced a law designed to punish Florida for no longer requiring that all students successfully complete courses in American History and American government before receiving their diploma. What’s sad is that despite being told by civic educators of the need to restore these credits plus other credits in Economics and World History for ALL high school students, Florida Senate Education Committee Chair Lee Constantine’s original bill last year would have required students complete only one course containing ‘the principles of American democracy.’ This was another one of those many attempts to pass ‘feel good’ laws on civic education. Thankfully, some legislators would have nothing of it. Floridians should thank Senator Anna Cowin for amending this shortsighted measure and for restoring the traditional civic core of high school credits as the bill went to the next committee. Her amendment passed unanimously and eventually became law. As a result, a catastrophe in civic education was averted. There is much more to do. Floridians should be asking their legislators to do more to ensure that future generations of students understand the basic principles of American democracy and economics. Visit WWW.FCSS.ORG for more.
Word Count 307
Florida Senate Votes to Eliminate Our Civic Core - 2004
S364 Bill Relating to Accelerated High School Graduation Options GENERAL BILL by Constantine (Chair, Senate Education Committee)
Accelerated HS Graduation Options; amends requirements applicable to
selection of accelerated high school graduation option; amends
requirements for grade point average that must be earned; requires
district school boards to adopt rules allowing students to switch from
one accelerated option to another; provides for default to standard
graduation requirements in certain circumstances. Amends 1003.429.
EFFECTIVE DATE: 07/01/2004.
10/22/03 SENATE Prefiled
10/30/03 SENATE Referred to Education; Appropriations Subcommittee on
Education; Appropriations
12/01/03 SENATE On Committee agenda-- Education, 12/10/03, 1:45 pm, 412-K
12/10/03 SENATE CS by Education; YEAS 12 NAYS 0
Bill Text
Version:
Posted:
Format:
S 0364
10/22/2003
Web Page PDF
Accelerated HS Graduation Options; amends requirements applicable to
selection of accelerated high school graduation option; amends
requirements for grade point average that must be earned; requires
district school boards to adopt rules allowing students to switch from
one accelerated option to another; provides for default to standard
graduation requirements in certain circumstances. Amends 1003.429.
EFFECTIVE DATE: 07/01/2004.
10/22/03 SENATE Prefiled
10/30/03 SENATE Referred to Education; Appropriations Subcommittee on
Education; Appropriations
12/01/03 SENATE On Committee agenda-- Education, 12/10/03, 1:45 pm, 412-K
12/10/03 SENATE CS by Education; YEAS 12 NAYS 0
Bill Text
Version:
Posted:
Format:
S 0364
10/22/2003
Web Page PDF
Fighting for Florida's Civic Core Curriculum
Email sent to Mr. James Durso, legislative aide to Senator Lee Constantine in 2004 over the state’s elimination of required social studies courses for graduation, by FCSS-FASSS legislative chair Jack Bovee. Thanks in part to information supplied by the FASSS/FCSS legislative committee, Florida had been condemned on the floor of the U.S. Congress – both in the House and Senate – for this action, and the desire of Republican leadership in Tallahassee (Senators Evelyn Lynn and Lee Constantine) to amend the statute by requiring at least one social studies course expose students to ‘instruction regarding democracy and the history and principles of the United States of America’ was deemed insufficient by Florida's Social Studies educators. This plea to Senator Constantine fell upon deaf ears and his amendment passed the Florida Senate Education Committee ‘as is’. It was only when Jack Bovee, legislative chair for FCSS/FASSS at that time, was able to contact Senator Anna Cowin to explain our continued opposition that she agreed to amend the measure in the Educational Appropriations Committee by restoring our three required courses. Once Senator Cowin 'moved' her amendment restoring American History, American Government, World History and Economics as graduation requirements for ALL students, no senator dared cast a vote against it. Florida's traditional 'civics core' of three required courses were once again thus required of all students receiving a Florida diploma. The letter below offers insight into this legislative battle and cites many other problems besetting Florida’s social studies curriculum at that time. Florida's Social Studies educators remain forever indepted for former Senator Anna Cowin for her assistance during this time.
__________________________________________________
Dear Mr. Durso:
We spoke last week about the amended language for SB 364 that would require at least one of the three social studies credits for graduation "to include instruction regarding democracy and the history and principles of the United States of America."
The Florida Council for the Social Studies, the Florida Association of Social Studies Supervisors, the Sons of the American Revolution and several other civic minded groups are reviewing the amended language to see what our formal response will be. I believe we will have some remaining concerns with the legislation as amended and I would like to share these with you in the hope the proposed language may be improved.
The new required (1) year credit language above is a reduction of the former (2) credits traditionally required in the past and which remain in force for the majority of students who will undoubtedly remain in the 24 credit track. These two credits are (1) in American History and (.5) each in American Government and Economics.
The new language does not address the former CORE civic education 3 credit mandated program which ALL students had to successfully complete. At the present time, students may graduate without World History, or without American Government or Economics. As a result, Florida no longer has a civic education core of courses required for ALL of its students! Better Algebra – the only course now required for all students in all three graduation tracks – be left as an elective than the state disband what has been traditionally its three credit civic core curriculum. We are moving toward a two tiered educational system, one that prepares all students for mastery of algebraic reasoning, but does NOT require they all have the same exposure to civic knowledge! The present language undercuts what has always been a primary purpose of education since the establishment of our public schools. In light of Florida's rapidly changing demographics, the civic core ought to be maintained, not disbanded. This is a recipe for state and national disaster!
Due to FCAT testing in the areas of MATH, SCIENCE, READING, and WRITING, social studies educators affirm that far less attention is being devoted to civic and historical knowledge, especially at the elementary and middle school levels, than in the past. Students are arriving in high school with far less knowledge and aptitude with regard to civic understanding than they have in the past. To now reinstate only one third of the traditional core will merely serve to exacerbate the problem!
The current language, although an improvement over the 'open to any elective' language passed last year, would still allow 1 credit courses such as Psychology or community service to be substituted for the traditional core curriculum courses. Students excelling in math and science may readily opt for AP Psychology and other, sometimes far less rigorous social studies electives, so that they can devote even more time to the AP math and AP science courses that this new law will allow them to substitute for the former ‘civic core’. As a result, some of our best and brightest students may NOT be receiving an adequate preparation for the only job ALL students will have upon graduation – that of citizen!
Since there is no accountability in any way for what Florida’s students know about our nation’s past or civic knowledge, no end of course assessment or FCAT for any social studies area, it would seem that successful completion of "prescribed civic education' courses would be a desirable feature that ought to be retained. Indeed, we have lots of data on how well our students at every grade level do on math, reading and science assessments. We operate in total darkness, however, with regard to civic knowledge. Better to allow students to complete credit in the traditional civic core by demonstrating proficiency on assessments specifically designed for this purpose, than to allow them to skip out on taking such courses!
The new language may not satisfy the bill recently submitted by Congressman Jim Davis (Tampa) that would seek to deny some federal funds to states that do not require students to complete separate "courses" in American Government and American History. Should his bill be approved, Florida will risk of losing millions of dollars in federal funding.
The fact that districts may opt to increase the graduation requirements and specify the return to a civic core, does not lessen the responsibility of the state for providing ALL students with the opportunity to learn about our government and nation. Quite frankly, since the loss of instructional time at lower levels, and the lack of prior civic knowledge students are bringing into high school, a one credit course is simply not enough time to teach the intricacies of our nation's past heritage, the essential principles of our governmental and economic systems, and to equip them with the knowledge of the history of the world and current global issues to prepare them to act as informed decision makers when they graduate.
Finally, whereas the nation and other states seem to be enhancing their civic education programs and requiring more from students in this area, Florida seems to be retreating from its statewide civic responsibilities. There is currently not even the requirement that a student's performance in social studies be even taken into consideration when that pupil is being promoted from one grade to the next. Nor is there any plan at all to develop an assessment instrument to gauge the civic understanding of our students, whether it would be FCAT like or not. Nor is there the movement to improve the social studies Sunshine State Standards, despite past promises from the Florida Department of Education to do so and two independent audits of the state's educational standards which cite that urgent need. The Shanker Institute study found Florida's civic education standards to be in the worst category among the various states. (see attached)
In short, the state has for many years placed its head in the sand with regard to civic education and the amended language does little to restore the previous core of high school courses which earlier legislators saw fit to describe as the 'minimum' required for high school graduation.
I urge that you review the two reports to the right and discuss these concerns with Senator Constantine at once. Hopefully, the bill may be amended to fully restore our high school civic education program during the next legislative hurdle.
Sincerely,
Jack Bovee,
Legislative Chair, FCSS and FASSS
__________________________________________________
Dear Mr. Durso:
We spoke last week about the amended language for SB 364 that would require at least one of the three social studies credits for graduation "to include instruction regarding democracy and the history and principles of the United States of America."
The Florida Council for the Social Studies, the Florida Association of Social Studies Supervisors, the Sons of the American Revolution and several other civic minded groups are reviewing the amended language to see what our formal response will be. I believe we will have some remaining concerns with the legislation as amended and I would like to share these with you in the hope the proposed language may be improved.
The new required (1) year credit language above is a reduction of the former (2) credits traditionally required in the past and which remain in force for the majority of students who will undoubtedly remain in the 24 credit track. These two credits are (1) in American History and (.5) each in American Government and Economics.
The new language does not address the former CORE civic education 3 credit mandated program which ALL students had to successfully complete. At the present time, students may graduate without World History, or without American Government or Economics. As a result, Florida no longer has a civic education core of courses required for ALL of its students! Better Algebra – the only course now required for all students in all three graduation tracks – be left as an elective than the state disband what has been traditionally its three credit civic core curriculum. We are moving toward a two tiered educational system, one that prepares all students for mastery of algebraic reasoning, but does NOT require they all have the same exposure to civic knowledge! The present language undercuts what has always been a primary purpose of education since the establishment of our public schools. In light of Florida's rapidly changing demographics, the civic core ought to be maintained, not disbanded. This is a recipe for state and national disaster!
Due to FCAT testing in the areas of MATH, SCIENCE, READING, and WRITING, social studies educators affirm that far less attention is being devoted to civic and historical knowledge, especially at the elementary and middle school levels, than in the past. Students are arriving in high school with far less knowledge and aptitude with regard to civic understanding than they have in the past. To now reinstate only one third of the traditional core will merely serve to exacerbate the problem!
The current language, although an improvement over the 'open to any elective' language passed last year, would still allow 1 credit courses such as Psychology or community service to be substituted for the traditional core curriculum courses. Students excelling in math and science may readily opt for AP Psychology and other, sometimes far less rigorous social studies electives, so that they can devote even more time to the AP math and AP science courses that this new law will allow them to substitute for the former ‘civic core’. As a result, some of our best and brightest students may NOT be receiving an adequate preparation for the only job ALL students will have upon graduation – that of citizen!
Since there is no accountability in any way for what Florida’s students know about our nation’s past or civic knowledge, no end of course assessment or FCAT for any social studies area, it would seem that successful completion of "prescribed civic education' courses would be a desirable feature that ought to be retained. Indeed, we have lots of data on how well our students at every grade level do on math, reading and science assessments. We operate in total darkness, however, with regard to civic knowledge. Better to allow students to complete credit in the traditional civic core by demonstrating proficiency on assessments specifically designed for this purpose, than to allow them to skip out on taking such courses!
The new language may not satisfy the bill recently submitted by Congressman Jim Davis (Tampa) that would seek to deny some federal funds to states that do not require students to complete separate "courses" in American Government and American History. Should his bill be approved, Florida will risk of losing millions of dollars in federal funding.
The fact that districts may opt to increase the graduation requirements and specify the return to a civic core, does not lessen the responsibility of the state for providing ALL students with the opportunity to learn about our government and nation. Quite frankly, since the loss of instructional time at lower levels, and the lack of prior civic knowledge students are bringing into high school, a one credit course is simply not enough time to teach the intricacies of our nation's past heritage, the essential principles of our governmental and economic systems, and to equip them with the knowledge of the history of the world and current global issues to prepare them to act as informed decision makers when they graduate.
Finally, whereas the nation and other states seem to be enhancing their civic education programs and requiring more from students in this area, Florida seems to be retreating from its statewide civic responsibilities. There is currently not even the requirement that a student's performance in social studies be even taken into consideration when that pupil is being promoted from one grade to the next. Nor is there any plan at all to develop an assessment instrument to gauge the civic understanding of our students, whether it would be FCAT like or not. Nor is there the movement to improve the social studies Sunshine State Standards, despite past promises from the Florida Department of Education to do so and two independent audits of the state's educational standards which cite that urgent need. The Shanker Institute study found Florida's civic education standards to be in the worst category among the various states. (see attached)
In short, the state has for many years placed its head in the sand with regard to civic education and the amended language does little to restore the previous core of high school courses which earlier legislators saw fit to describe as the 'minimum' required for high school graduation.
I urge that you review the two reports to the right and discuss these concerns with Senator Constantine at once. Hopefully, the bill may be amended to fully restore our high school civic education program during the next legislative hurdle.
Sincerely,
Jack Bovee,
Legislative Chair, FCSS and FASSS
Thursday, May 1, 2008
FCSS Lobbyist Job Description
The following will be the responsibilities of the FCSS Lobbyist position
● Be in attendance at selected FCSS Board Meetings
● Familiarize the FCSS Board with the names of key legislators, especially those who serve on education and appropriation committees and others who support education issues
● Report to the Legislative chairperson on a regular basis, including quarterly written reports and summaries of pre-filed bills and weekly reports during the legislative session. All reports shall be composed by electronic means for distribution to FCSS Board Members and FASSS Officers.
● Maintain an appointment log containing information as to date, items discussed, person met with, and outcomes of all such meetings with legislators, Department of Education personnel, or other educational lobbyists. The appointment log should be available to the Legislative Chair when requested.
● Establish a networking relationship with other educational lobbyists to compare agendas and to, whenever possible, seek common cause on educational goals.
● Follow educational issues related to all levels of public and private education, Pre-K through post secondary, as well as issues related to retirement and sick leave for public employee, etc.
● Provide a list of legislative committee members for FCSS. It is suggested that this be annotated with notes as to who are key legislators, who are strong supporters of our goals, who may be opposed to our goals, etc.
● Make recommendations to FCSS to improve the visibility of the organization with the legislature and gain the support of legislators to reach the goals established by FCSS and the FCSS Legislative Committee.
● Help FCSS to gain support for legislative changes and goals of the FCSS.
● Coordinate with legislators the pre-filing of bills to help FCSS obtain its goals.
The primary goal for FCSS for the 2003-2004-2005 Legislature Session is to add Social Studies to the state student progression plan.
Secondary goals are:
- the eventual inclusion of Social Studies on FCAT
- continued support for incentives for districts and teachers regarding the AP program. (Weighted FTE for districts and financial incentives for teachers.)
- continued categorical funding for affiliated groups such as the FCEE and Florida Humanities Council
- funding for curriculum development in the areas of mandated curriculum areas such as Veterans contributions, Hispanic American contributions, African-American History, Holocaust education, etc.
- the establishment of a state-wide report by the D.O.E. on the status of Social Studies in Florida.
- establishment of a Commission on Civic Education to devise a plan for the improvement of civic literacy to be patterned after states such as Louisiana and to have the equivalent funding of similar state commissions on the Holocaust and the African American Task Force.
- the revision of the Social Studies Sunshine State Standards
● Be in attendance at selected FCSS Board Meetings
● Familiarize the FCSS Board with the names of key legislators, especially those who serve on education and appropriation committees and others who support education issues
● Report to the Legislative chairperson on a regular basis, including quarterly written reports and summaries of pre-filed bills and weekly reports during the legislative session. All reports shall be composed by electronic means for distribution to FCSS Board Members and FASSS Officers.
● Maintain an appointment log containing information as to date, items discussed, person met with, and outcomes of all such meetings with legislators, Department of Education personnel, or other educational lobbyists. The appointment log should be available to the Legislative Chair when requested.
● Establish a networking relationship with other educational lobbyists to compare agendas and to, whenever possible, seek common cause on educational goals.
● Follow educational issues related to all levels of public and private education, Pre-K through post secondary, as well as issues related to retirement and sick leave for public employee, etc.
● Provide a list of legislative committee members for FCSS. It is suggested that this be annotated with notes as to who are key legislators, who are strong supporters of our goals, who may be opposed to our goals, etc.
● Make recommendations to FCSS to improve the visibility of the organization with the legislature and gain the support of legislators to reach the goals established by FCSS and the FCSS Legislative Committee.
● Help FCSS to gain support for legislative changes and goals of the FCSS.
● Coordinate with legislators the pre-filing of bills to help FCSS obtain its goals.
The primary goal for FCSS for the 2003-2004-2005 Legislature Session is to add Social Studies to the state student progression plan.
Secondary goals are:
- the eventual inclusion of Social Studies on FCAT
- continued support for incentives for districts and teachers regarding the AP program. (Weighted FTE for districts and financial incentives for teachers.)
- continued categorical funding for affiliated groups such as the FCEE and Florida Humanities Council
- funding for curriculum development in the areas of mandated curriculum areas such as Veterans contributions, Hispanic American contributions, African-American History, Holocaust education, etc.
- the establishment of a state-wide report by the D.O.E. on the status of Social Studies in Florida.
- establishment of a Commission on Civic Education to devise a plan for the improvement of civic literacy to be patterned after states such as Louisiana and to have the equivalent funding of similar state commissions on the Holocaust and the African American Task Force.
- the revision of the Social Studies Sunshine State Standards
Legislative Committee Responsibilities
FCSS legislative committee members meet as a group during the quarterly board meetings that are generally held in the Tampa and Orlando areas. “Grassroots” members, however, can serve the committee effectively in their districts and can communicate via email. Below are suggested ways legislative committee members can be of help to FCSS. Contact Jack Bovee at boveeja@collier.k12.fl.us for ways that YOU can become involved.
● Develop a "How to Lobby Effectively" packet as well as an informational "FCSS Legislative Objectives" pamphlet in conjunction with the legislative committee. The pamphlet would be distributed to FCSS Board members to leave with legislators when they lobby/visit with them.
● Maintain a list of local district council presidents and communicate our goals to them
● Develop a list of contact persons of state-wide educational, affiliated groups who share our mission, such as FGA, FCEE, FLREA, Holocaust groups, FHS, etc.
● Develop a list of non-educational groups whom we should initiate contact and lobby to support our legislative goals (such as various Veteran's Groups, patriotic organizations such as D.A.R., Eagle Forum, League of Women Voters, etc.)
● Lobby legislators in our home districts and communicate written reports to the Legislative Chair as to the progress
● Legislators tell us they ‘never hear from social studies teachers’. Consider inviting legislators or their top aides to your classroom or to speak to your local council about governmental issues. While it would be inappropriate to lobby them in front of students, you can offer to supply them with information concerning the state of civic education in Florida afterward. This would be especially appropriate during the “Take A Legislator Back to School Week” which occurs in mid September each year! (See sample press release on this web page.) The FCSS legislative committee has certificates and tokens of appreciation for those teachers who do invite legislators into their classrooms and file reports with FCSS Board Members or Chairperson Jack Bovee.
● Lobby key legislators outside of our local districts with regard to FCSS legislative initiatives
● Conduct "How to Lobby Effectively for FCSS GOALS Workshop" at the October Conference. Make sure we enlist 'ad hoc' committee members in strategic districts to help with visitations to key legislators.
● Write articles to the newspapers in key communities about our goals. Copies of all such editorials should go to Jack Bovee and Dave Sigerson. Use boveeja@collier.k12.fl.us
● Write editorials and publish updates in TRENDS to communicate to our members.
● Develop a "How to Lobby Effectively" packet as well as an informational "FCSS Legislative Objectives" pamphlet in conjunction with the legislative committee. The pamphlet would be distributed to FCSS Board members to leave with legislators when they lobby/visit with them.
● Maintain a list of local district council presidents and communicate our goals to them
● Develop a list of contact persons of state-wide educational, affiliated groups who share our mission, such as FGA, FCEE, FLREA, Holocaust groups, FHS, etc.
● Develop a list of non-educational groups whom we should initiate contact and lobby to support our legislative goals (such as various Veteran's Groups, patriotic organizations such as D.A.R., Eagle Forum, League of Women Voters, etc.)
● Lobby legislators in our home districts and communicate written reports to the Legislative Chair as to the progress
● Legislators tell us they ‘never hear from social studies teachers’. Consider inviting legislators or their top aides to your classroom or to speak to your local council about governmental issues. While it would be inappropriate to lobby them in front of students, you can offer to supply them with information concerning the state of civic education in Florida afterward. This would be especially appropriate during the “Take A Legislator Back to School Week” which occurs in mid September each year! (See sample press release on this web page.) The FCSS legislative committee has certificates and tokens of appreciation for those teachers who do invite legislators into their classrooms and file reports with FCSS Board Members or Chairperson Jack Bovee.
● Lobby key legislators outside of our local districts with regard to FCSS legislative initiatives
● Conduct "How to Lobby Effectively for FCSS GOALS Workshop" at the October Conference. Make sure we enlist 'ad hoc' committee members in strategic districts to help with visitations to key legislators.
● Write articles to the newspapers in key communities about our goals. Copies of all such editorials should go to Jack Bovee and Dave Sigerson. Use boveeja@collier.k12.fl.us
● Write editorials and publish updates in TRENDS to communicate to our members.
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