Legislative Update # 10
TO: All Interested Persons
FR: Jack Bovee, Legislative Chair, FCSS
RE: Latest Legislative News from EDD
For additional information on Florida legislators or issues go to ONLINE SUNSHINE - http://www.leg.state.fl.us/
EMERGENT DESIGN AND DEVELOPMENT
LEGISLATIVE UPDATE
FEBRUARY 20, 2009
The Legislature has finished the last committee week before the beginning of the regular session. They will be returning March 3rd to begin working on the Legislation and on the budget. Money will be the big issue on everyone’s mind and this 60 day session should result in many heated discussions on how to solve the Florida financial crisis.
BUDGET PROJECTIONS
The Legislature is faced with two budget problems. First, there is expected to be an additional shortfall for the current year (2008-09). There is a rumor that they may try to solve this problem by using some of the Federal Stimulus money. This solution is contingent upon whether Florida will receive the stabilization fund dollars and that these dollars will flow in a timely manner. If this scenario does not work, school districts could face an additional 2% reduction this year. The second budget issue is the projected shortfall of up to $5 Billion for the next fiscal year. This shortfall, if not solved, could result in a 16% reduction in next year’s budget. Many districts are facing the reality of reducing the number of employees, including a large number of teachers.
Possible considerations on the revenue side are:
$1.00 increase on a pack of cigarettes which would generate $700 Million – this revenue could
possibly be earmarked for health.
removal of some of the exemptions from the sales tax, and
enforcing the sales tax on items purchased on the Internet
Of course, the federal stabilization money could come into play to help solve the situation. There is very little discussion of an increase in the sales tax, even on a limited number of years basis. A one cent increase in sales tax would be expected to raise over $3.5 Billion.
Bills have been filed to grant districts with flexibility in a broad range of categorical items and statutory requirements in an effort the assist school districts in the budgeting process.
FEDERAL STIMULUS BILL
The $787 Billion dollar Stimulus bill was signed into law this week. It is a very complex piece of legislation. It will take a period of time for answers regarding how, when, and where the money will flow.
One big issue for Florida will be the waiver process. The Stimulus bill requires that state education budgets needed to be funded at least at the same level as they were in the 2006-2007 school year. That year was the all time high for Florida funding of education and funding for education has declined ever since. While this same scenario is true for several states, we will have to wait and see how the waiver process will work. I feel confident that this issue will be solved and Florida will receive the appropriated share of the money.
The web is overloaded with information concerning the Stimulus bill. The following sites may be of interest to you.
http://www.fsba.org/userfiles/File/FinalStimulus.County.pdf
http://www.fsba.org/userfiles/File/FinalStimulus.EdNarrative.pdf
http://edworkforce.house.gov/
http://www.ncsl.org/statefed/2009economicstimulus.htm
http://www.ed.gov/about/overview/budget/statetables/09arrastatetables.pdf
http://fdsys.gpo.gov/fdsys/pkg/BILLS-111hr1ENR/pdf/BILLS-111hr1ENR.pdf
Much of the Stimulus money is spread over a two year period, with some taking a bit longer. The process of getting dollars to the districts is expected to be completed on a fast track. Some money is formula driven, while other moneys will require grant application and approval. I would expect that due to the complexity of the bill, states and districts will run into some unexpected snags before all parts of this legislation is implemented. While estimates of different sections of the bill seem to differ, a rough estimate of Florida’s share of some specific allocations (estimates): Total Florida ($3.5 Billion)
Title 1 ($492 Million)
IDEA ($670 Million)
Educational Technology ($30 Million)
Renovation ($655 Million)
Stabilization ($2.7 Billion)
CLASS SIZE REVISITED
The Legislature has spent approximately $10.5 Billion earmarked for the reduction of class size. The 2009-10 budget includes $828 Million to continue the legislative support for implementation of the class size amendment.
I believe that the Legislature will allow districts to meet the class size issue at the school level for the next year, while they search for a permanent solution. The possibility exists that statutory language could change the implementation of the law and would allow some classes to exceed the constitutional maximum by three or five students. Florida cannot possibly fund the cost of full implementation of this requirement, especially during years with budget shortfalls. Representative Weatherford has filed a bill that would place an item on the ballot to once again address the issue constitutionally.
Please see the PDF Attachment for the additional bills filed in the Legislature (since our last update) as of Feb.18th
Monday, March 9, 2009
Legislative Report #9
EMERGENT DESIGN AND DEVELOPMENT
LEGISLATIVE UPDATE #9
January 16, 2009
SPECIAL SESSION
The Special Session has proceeded as expected. Using a combination of budget reductions and transfers from Trust Funds, the Legislature put together the funds necessary to balance the Budget. The cuts will have a deep impact upon education, where a cut of 2% was made to district funds per student. The Base Student Allocation for 2008-09 is now $3,886.14 which is less than the Base for 2007-08 and only slightly more than the base for 2005-06.
The following categorical were reduced by 2.16%: Declining enrollment, Sparcity, Safe Schools, Supplemental Academic Instruction, Reading, ESE Guarantee, Division of Juvenile Justice Education, School Recognition, Transportation, Instructional Materials, and Class Size Reduction.
The required purchase of the adopted instructional materials for the 2008-09 school year, was waived.
School Board Members were given the right to vote to reduce their salaries.
The Superintendent of a District whose fund balance is projected to fall below 3% , must notify the School Board and the Commissioner of Education of the situation.
If a District’s fund balance is projected to fall below 2%, The Superintendent must notify the Commissioner of Education and submit to the Commissioner a plan developed to avoid financial emergency. (FS 218.503) If the Commissioner does not approve the plan, the Commissioner shall appoint a Financial Emergency Board for the District.
The amount of the District Capital millage that may be used for insurance and purchase of certain vehicles was increased from $65 per student, to $100.
The MAP (merit award program) for the 2008-09 school year will be paid in the 2009-10 fiscal year only to the extent funds are available and specifically appropriated.
Appointed Superintendents and district employees may not have contracts with severance provisions greater than one year of salary.
There were several changes involving the Voluntary Pre-K program regarding reporting and paperwork.
School Districts were authorized to use part of the District’s 1.75 mill levy for enterprise resource software applications that are classified as capital assets.
If you are interested in the actual final Committee Report, Budget, or School District Budget runs, below are the links.
Special Session A (2009)
1. Conference Committee Report (Full Budget)
http://www.flsenate.gov/data/session/2009A/senate/appbills/pdf/confreprt09A.pdf
2. Conference Committee Report (SB 6A, EDU Implementing Bill)
http://www.flsenate.gov/data/session/2009A/Senate/bills/amendments_Com/pdf/sb0006Ac2873898.pdf
3. FEFP Runs Following 2009-A
http://www.flsenate.gov/data/session/2009A/Senate/bills/amendments_Com/pdf/sb0006Ac2873898.pdf
LEGISLATIVE UPDATE #9
January 16, 2009
SPECIAL SESSION
The Special Session has proceeded as expected. Using a combination of budget reductions and transfers from Trust Funds, the Legislature put together the funds necessary to balance the Budget. The cuts will have a deep impact upon education, where a cut of 2% was made to district funds per student. The Base Student Allocation for 2008-09 is now $3,886.14 which is less than the Base for 2007-08 and only slightly more than the base for 2005-06.
The following categorical were reduced by 2.16%: Declining enrollment, Sparcity, Safe Schools, Supplemental Academic Instruction, Reading, ESE Guarantee, Division of Juvenile Justice Education, School Recognition, Transportation, Instructional Materials, and Class Size Reduction.
The required purchase of the adopted instructional materials for the 2008-09 school year, was waived.
School Board Members were given the right to vote to reduce their salaries.
The Superintendent of a District whose fund balance is projected to fall below 3% , must notify the School Board and the Commissioner of Education of the situation.
If a District’s fund balance is projected to fall below 2%, The Superintendent must notify the Commissioner of Education and submit to the Commissioner a plan developed to avoid financial emergency. (FS 218.503) If the Commissioner does not approve the plan, the Commissioner shall appoint a Financial Emergency Board for the District.
The amount of the District Capital millage that may be used for insurance and purchase of certain vehicles was increased from $65 per student, to $100.
The MAP (merit award program) for the 2008-09 school year will be paid in the 2009-10 fiscal year only to the extent funds are available and specifically appropriated.
Appointed Superintendents and district employees may not have contracts with severance provisions greater than one year of salary.
There were several changes involving the Voluntary Pre-K program regarding reporting and paperwork.
School Districts were authorized to use part of the District’s 1.75 mill levy for enterprise resource software applications that are classified as capital assets.
If you are interested in the actual final Committee Report, Budget, or School District Budget runs, below are the links.
Special Session A (2009)
1. Conference Committee Report (Full Budget)
http://www.flsenate.gov/data/session/2009A/senate/appbills/pdf/confreprt09A.pdf
2. Conference Committee Report (SB 6A, EDU Implementing Bill)
http://www.flsenate.gov/data/session/2009A/Senate/bills/amendments_Com/pdf/sb0006Ac2873898.pdf
3. FEFP Runs Following 2009-A
http://www.flsenate.gov/data/session/2009A/Senate/bills/amendments_Com/pdf/sb0006Ac2873898.pdf
Monday, March 2, 2009
Let’s Restore the Civic Mission of Florida’s Public Schools
By Chris Straton, President – League of Women Voters of Collier County
Remember when you learned about Government in school? Remember when Citizenship was an important part of your education? In today’s classrooms, Civics does not have the same importance that it used to. Many say our schools “teach to the test,” and it seems that classroom time has become so focused on the subjects covered by the Florida Comprehensive Assessment Test (Reading, Writing, Math and Science) that little time is left for basic civics.
It’s not for lack of intent. Florida’s “required instruction statute” (FS 1003.42) states that all schools must teach about the Declaration of Independence; the Constitution with emphasis on the Bill of Rights and the structure of our government;, the elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts; the history of the United States; and much, much more. In fact, of the twenty specific provisions mandated by the statute, fully fifteen are related to Social Studies. None relate to Reading, Math, or Writing. Only fleeting reference is made to Science.
Yet despite the intent, our citizens are woefully lacking in basic civics knowledge. National surveys have revealed that 22% of Americans think the three branches of government are Republican, Democrat and Independent, and that over one third of Americans cannot identify even one of the branches of government. A December 2005 survey conducted by the Florida Bar reflected similar findings. A September 2006 national survey found that only a little more than half of Americans believe the President of the United States must follow the rulings of the U.S. Supreme Court.[1] (The three branches of government are the executive branch, the legislative branch, and the judicial branch. The President is not above the law; he/she must following the rulings of the Supreme Court.)
Florida does nothing to determine how well our schools prepare students for the only job they will all have in life – that of citizen. Civics educators have been asking both the Commissioner of Education and the legislature to enact a statewide accountability system for Social Studies since the early 1980s. Among ten southern states, only Florida and North Carolina lack such a program. At the national level, Civics and United States History – unlike Reading, Writing, Math and Science – lack state comparative analysis on student performance. Since no state – or in the case of Florida, no county – has ever been held accountable for its civic and historical educational mission, both subjects have lost tremendous instructional time and emphasis. For example, a survey of over 1600 Florida elementary teachers conducted by the Florida Joint Center for Citizenship in the fall of 2008 revealed that almost nine of ten instructors reported teaching social studies for less than two hours per week!
During the 2006 legislative session, the League of Women Voters of Florida and Common Cause successfully inserted a requirement for a semester of Civics Education into the middle school curriculum. But efforts to mandate student performance standards in Civics Education failed in the 2007 session as, unfortunately, the bill also included the establishment of a Civics Education institute that demanded funds in tight budget years.[2] Similarly, efforts introduced in 2008 to enhance Civics Education were unsuccessful, and while legislation has again been introduced, the outlook for 2009 is equally bleak.
The League of Women Voters of Collier County invites the public to learn more about the state of Civics Education in today’s curriculum, and to consider what it should be. On March 16, our speaker will be Jack Bovee, Social Studies Coordinator for the Collier County Public Schools, who is an advocate for teaching more Civics in the classroom and a contributor to this commentary. Our program will be held twice for the convenience of the community: at 1 PM at the Collier Athletic Club and at 7 PM at the Olde Cypress Clubhouse. The program is offered free of charge, although tax-deductible contributions to help defray expenses will be appreciated. For reservations or more information, please call the League at 263-4656 or email lwvcc@lwvcolliercounty.org.
[1] http://www.flrea.org/reports/FLREAPowerpoint.ppt
[2] Study and Action 2007 – 2009: A Guide to Public Policy Positions, the League of Women Voters of Florida, p. 30.
Remember when you learned about Government in school? Remember when Citizenship was an important part of your education? In today’s classrooms, Civics does not have the same importance that it used to. Many say our schools “teach to the test,” and it seems that classroom time has become so focused on the subjects covered by the Florida Comprehensive Assessment Test (Reading, Writing, Math and Science) that little time is left for basic civics.
It’s not for lack of intent. Florida’s “required instruction statute” (FS 1003.42) states that all schools must teach about the Declaration of Independence; the Constitution with emphasis on the Bill of Rights and the structure of our government;, the elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts; the history of the United States; and much, much more. In fact, of the twenty specific provisions mandated by the statute, fully fifteen are related to Social Studies. None relate to Reading, Math, or Writing. Only fleeting reference is made to Science.
Yet despite the intent, our citizens are woefully lacking in basic civics knowledge. National surveys have revealed that 22% of Americans think the three branches of government are Republican, Democrat and Independent, and that over one third of Americans cannot identify even one of the branches of government. A December 2005 survey conducted by the Florida Bar reflected similar findings. A September 2006 national survey found that only a little more than half of Americans believe the President of the United States must follow the rulings of the U.S. Supreme Court.[1] (The three branches of government are the executive branch, the legislative branch, and the judicial branch. The President is not above the law; he/she must following the rulings of the Supreme Court.)
Florida does nothing to determine how well our schools prepare students for the only job they will all have in life – that of citizen. Civics educators have been asking both the Commissioner of Education and the legislature to enact a statewide accountability system for Social Studies since the early 1980s. Among ten southern states, only Florida and North Carolina lack such a program. At the national level, Civics and United States History – unlike Reading, Writing, Math and Science – lack state comparative analysis on student performance. Since no state – or in the case of Florida, no county – has ever been held accountable for its civic and historical educational mission, both subjects have lost tremendous instructional time and emphasis. For example, a survey of over 1600 Florida elementary teachers conducted by the Florida Joint Center for Citizenship in the fall of 2008 revealed that almost nine of ten instructors reported teaching social studies for less than two hours per week!
During the 2006 legislative session, the League of Women Voters of Florida and Common Cause successfully inserted a requirement for a semester of Civics Education into the middle school curriculum. But efforts to mandate student performance standards in Civics Education failed in the 2007 session as, unfortunately, the bill also included the establishment of a Civics Education institute that demanded funds in tight budget years.[2] Similarly, efforts introduced in 2008 to enhance Civics Education were unsuccessful, and while legislation has again been introduced, the outlook for 2009 is equally bleak.
The League of Women Voters of Collier County invites the public to learn more about the state of Civics Education in today’s curriculum, and to consider what it should be. On March 16, our speaker will be Jack Bovee, Social Studies Coordinator for the Collier County Public Schools, who is an advocate for teaching more Civics in the classroom and a contributor to this commentary. Our program will be held twice for the convenience of the community: at 1 PM at the Collier Athletic Club and at 7 PM at the Olde Cypress Clubhouse. The program is offered free of charge, although tax-deductible contributions to help defray expenses will be appreciated. For reservations or more information, please call the League at 263-4656 or email lwvcc@lwvcolliercounty.org.
[1] http://www.flrea.org/reports/FLREAPowerpoint.ppt
[2] Study and Action 2007 – 2009: A Guide to Public Policy Positions, the League of Women Voters of Florida, p. 30.
Sunday, March 1, 2009
Tips for Communicating with Elected Officials
Tips On Telephoning Your Elected Representatives
To find your U.S. senators' and representative's phone numbers, you may use our searchable online congressional directory or call the U.S. Capitol Switchboard at (202)224-3121 and ask for your senators' and/or representative's office.
To find your Florida senators and representatives, you should go to Online Sunshine then click on the appropriate chamber then go to "Member's" Pages.
Remember that telephone calls are usually taken by a staff member, not the member of Congress. Ask to speak with the aide who handles the issue about which you wish to comment.
After identifying yourself, tell the aide you would like to leave a brief message, such as: "Please tell Senator/Representative (Name) that I support/oppose (S.___/H.R.___)."
You will also want to state reasons for your support or opposition to the bill. Ask for your senators' or representative's position on the bill. ________________________________________
Tips On Writing Legislators
The letter is the most popular choice of communication with legislators. If you decide to write a letter, this list of helpful suggestions will improve the effectiveness of the letter:
1. Your purpose for writing should be stated in the first paragraph of the letter. If your letter pertains to a specific piece of legislation, identify it accordingly, e.g., House bill: H. R. ____, Senate bill: S.____.
2. Be courteous, to the point, and include key information, using examples to support your position.
3. Address only one issue in each letter; and, if possible, keep the letter to one page.
Addressing Correspondence to Congress:
To a Senator:
The Honorable (full name)
__(Rm.#)__(name of)Senate Office Building
United States Senate
Washington, DC 20510
Dear Senator:
To a Representative:
The Honorable (full name)
__(Rm.#)__(name of)House Office Building
United States House of Representatives
Washington, DC 20515
Dear Representative:
Note: When writing to the Chair of a Committee or the Speaker of the House, it is proper to address them as:
Dear Mr. Chairman or Madam Chairwoman:
or Dear Mr. Speaker:
________________________________________
Tips On E-mailing Florida Legislators
Generally, the same guidelines apply as with writing letters to Congress. You may find and e-mail your senators and representative directly from the Online Sunshine site.
To find your U.S. senators' and representative's phone numbers, you may use our searchable online congressional directory or call the U.S. Capitol Switchboard at (202)224-3121 and ask for your senators' and/or representative's office.
To find your Florida senators and representatives, you should go to Online Sunshine then click on the appropriate chamber then go to "Member's" Pages.
Remember that telephone calls are usually taken by a staff member, not the member of Congress. Ask to speak with the aide who handles the issue about which you wish to comment.
After identifying yourself, tell the aide you would like to leave a brief message, such as: "Please tell Senator/Representative (Name) that I support/oppose (S.___/H.R.___)."
You will also want to state reasons for your support or opposition to the bill. Ask for your senators' or representative's position on the bill. ________________________________________
Tips On Writing Legislators
The letter is the most popular choice of communication with legislators. If you decide to write a letter, this list of helpful suggestions will improve the effectiveness of the letter:
1. Your purpose for writing should be stated in the first paragraph of the letter. If your letter pertains to a specific piece of legislation, identify it accordingly, e.g., House bill: H. R. ____, Senate bill: S.____.
2. Be courteous, to the point, and include key information, using examples to support your position.
3. Address only one issue in each letter; and, if possible, keep the letter to one page.
Addressing Correspondence to Congress:
To a Senator:
The Honorable (full name)
__(Rm.#)__(name of)Senate Office Building
United States Senate
Washington, DC 20510
Dear Senator:
To a Representative:
The Honorable (full name)
__(Rm.#)__(name of)House Office Building
United States House of Representatives
Washington, DC 20515
Dear Representative:
Note: When writing to the Chair of a Committee or the Speaker of the House, it is proper to address them as:
Dear Mr. Chairman or Madam Chairwoman:
or Dear Mr. Speaker:
________________________________________
Tips On E-mailing Florida Legislators
Generally, the same guidelines apply as with writing letters to Congress. You may find and e-mail your senators and representative directly from the Online Sunshine site.
Policymakers Fail Test on Civics: Jason Caros
February 04, 2007
DAYTONA BEACH NEWS-JOURNAL
By JASON CAROS FLORIDA VOICE
One of the highest and most valuable objects to which the influence of a school can be made conducive consists in training our children in self-government.
-- Horace Mann
For a number of years now educators across America have been engaged in a concentrated effort to improve student reading proficiency, and rightly so. Reading is a gateway to the acquisition of knowledge and attainment of student success. Educators and policymakers must continue to focus their efforts in this area; however, they must simultaneously work in earnest to bolster another type of student literacy -- civic literacy.
Civics refers to the preparation students receive in order to understand and appreciate the important rights and responsibilities they have as citizens of the United States. Civic instruction has been, since the beginning of our history, an educational priority as recorded by George Washington in his final State of the Union address in 1796: "A primary object . . . should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing . . . than communicating it to those who are guardians of the liberties of the country?"
Is civics a priority today? Civic preparation should be fostered throughout a student's education and in a variety of classes but the predominant place for this instruction is in the area of social studies where students learn history, civics and government, geography and economics.
In a recent survey report produced by The Florida Association of Social Studies Supervisors and prepared by Dr. Patrick Coggins of Stetson University, approximately 1,800 elementary teachers from around the state were polled about Social Studies instruction and it was found that 68 percent teach social studies for two hours or less per week and only 2.5 percent teach social studies five hours per week (compare this to 7.5 hours of weekly required reading instruction). What does this mean for the "experiment in democracy" we call The United States?
De-emphasizing civics and history at the elementary level has important ramifications. Civics instruction in the elementary grades involves essential foundational learning. In order for students to acquire the civic skills and dispositions commensurate with a responsible citizenry they must first absorb essential civic knowledge. If neglected in the elementary grades, civic education begins at the secondary level in a remedial manner, often times preventing students from completing the step-by-step process that should culminate in high school with students engaging in more advanced civic discourse and activity.
This lack of instruction and learning contributes to the general civic ignorance and apathy prevalent in our culture today. It is obvious to anyone who has eyes that many Americans have no clue about the most fundamental historical knowledge or principles our nation was founded on. Connected to this is the fact that civic participation is strikingly low. For example, in the results of the most recent national assessment of U.S. students on history and civics, via a test called the National Assessment of Educational Progress, it was found that 73 percent of fourth-graders could not identify the Constitution from among four choices as "the document that contains the basic rules used to run the United States government." Ninety-four percent of students in eighth grade could not give two reasons why it can be useful for a country to have a constitution; and 91 percent of students in grade 12 were unable to explain two ways that democratic society benefits from citizens actively participating in the political process.
In a 2005 University of Central Florida survey of more than 1,600 central Floridians, two-thirds of respondents could not name our state's two U.S. senators, both of whom reside in Central Florida, and Florida's voter turnout for the 2006 general election was a disappointing 46.8 percent, about 20 percent less than the average between 1954 and 2004.
When looking at statistics of youth participation in voting at the national level, one will find that voting among 18- to 24-year-olds has decreased 12 percentage points since the 1970s, and in comparison to the rest of the industrialized and democratic world, the United States has the lowest voter turnout of all nations.
It should go without saying that civic education is at the heart of democratic instructional endeavors. The reality is, though, that civics needs resuscitation at the elementary level and therapy at the secondary level. We have many wonderful teachers at all levels fighting the good fight, but there are too many gaps in our current system.
In a bipartisan effort to help improve civic education in Florida, former U.S. Sen. Bob Graham and former U.S. Rep. Lou Frey recently presented Gov. Charlie Crist, state legislators, members of the Department of Education and educational organizations with a report entitled, "Enlisting a New Generation of Florida Citizens." It is my sincere hope that this report will lead to constructive dialogue and action that will strengthen civic education in our state. Florida's future depends on it.
WHAT DO YOU THINK?
"Enlisting a New Generation of Florida Citizens," a joint report from the Lou Frey Institute at the University of Central Florida and the Bob Graham Center at the University of Florida, offers recommendation, listed below, for making civic education a priority . Tell us what you think. Write to Ideas/Civics, The Daytona Beach News-Journal, P.O. Box 2831, Daytona Beach, FL., 32120-2831; fax 386-258-1577, or e-mail letters@news-jrnl.com (place "civics" in the subject line):
· Make civic education an integral part of our public school curriculum: Florida's current learning standards treat civics as an afterthought. We must utilize the scheduled 2007 revision of the Sunshine State Standards in Social Studies to update and strengthen those guidelines so that schools give students all of the skills they need to be effective citizens.
· Test civics on the Florida Comprehensive Assessment Test: Florida currently examines students on reading, writing, mathematics, and science --in short, every core academic subject but civics and social studies. Without assessment and accountability, civics will remain under-emphasized. We must add civics knowledge and skills to the subjects tested on the FCAT.
· Encourage and support teaching of civics in Florida's K-12 schools: Students will not be transformed into active citizens without teachers who are properly trained and empowered. We must make civics instruction an essential part of teacher education at Florida's colleges and universities and help teachers already in the classroom enhance their civics teaching skills and methods.
· Lead the nation in textbook improvement: Because of its strength in the textbook market, Florida has both an opportunity and a responsibility to improve instructional materials in civics as well as other core subjects. Educational policymakers must make use of Florida's unique influence to update academic standards, build instructional coalitions with other states, and review our own textbook selection process so that students in the state and across the country have the right learning tools.
· Establish a strategic center for Florida citizenship: Civics education is currently championed by a diffuse and independent array of students, parents, educators, elected officials, public policy centers and advocacy organizations. We must establish and fund a center to support and help coordinate these efforts, monitor Florida's civic health, and keep us on track to produce educated and effective citizens.
Caros is president of the Florida Association of Social Studies Supervisors (www.fasss.org) and K-12 Social Studies Curriculum Specialist for Volusia County Schools. He contributed to the development of "Enlisting a New Generation of Florida Citizens," a report led by Bob Graham and Lou Frey.
DAYTONA BEACH NEWS-JOURNAL
By JASON CAROS FLORIDA VOICE
One of the highest and most valuable objects to which the influence of a school can be made conducive consists in training our children in self-government.
-- Horace Mann
For a number of years now educators across America have been engaged in a concentrated effort to improve student reading proficiency, and rightly so. Reading is a gateway to the acquisition of knowledge and attainment of student success. Educators and policymakers must continue to focus their efforts in this area; however, they must simultaneously work in earnest to bolster another type of student literacy -- civic literacy.
Civics refers to the preparation students receive in order to understand and appreciate the important rights and responsibilities they have as citizens of the United States. Civic instruction has been, since the beginning of our history, an educational priority as recorded by George Washington in his final State of the Union address in 1796: "A primary object . . . should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing . . . than communicating it to those who are guardians of the liberties of the country?"
Is civics a priority today? Civic preparation should be fostered throughout a student's education and in a variety of classes but the predominant place for this instruction is in the area of social studies where students learn history, civics and government, geography and economics.
In a recent survey report produced by The Florida Association of Social Studies Supervisors and prepared by Dr. Patrick Coggins of Stetson University, approximately 1,800 elementary teachers from around the state were polled about Social Studies instruction and it was found that 68 percent teach social studies for two hours or less per week and only 2.5 percent teach social studies five hours per week (compare this to 7.5 hours of weekly required reading instruction). What does this mean for the "experiment in democracy" we call The United States?
De-emphasizing civics and history at the elementary level has important ramifications. Civics instruction in the elementary grades involves essential foundational learning. In order for students to acquire the civic skills and dispositions commensurate with a responsible citizenry they must first absorb essential civic knowledge. If neglected in the elementary grades, civic education begins at the secondary level in a remedial manner, often times preventing students from completing the step-by-step process that should culminate in high school with students engaging in more advanced civic discourse and activity.
This lack of instruction and learning contributes to the general civic ignorance and apathy prevalent in our culture today. It is obvious to anyone who has eyes that many Americans have no clue about the most fundamental historical knowledge or principles our nation was founded on. Connected to this is the fact that civic participation is strikingly low. For example, in the results of the most recent national assessment of U.S. students on history and civics, via a test called the National Assessment of Educational Progress, it was found that 73 percent of fourth-graders could not identify the Constitution from among four choices as "the document that contains the basic rules used to run the United States government." Ninety-four percent of students in eighth grade could not give two reasons why it can be useful for a country to have a constitution; and 91 percent of students in grade 12 were unable to explain two ways that democratic society benefits from citizens actively participating in the political process.
In a 2005 University of Central Florida survey of more than 1,600 central Floridians, two-thirds of respondents could not name our state's two U.S. senators, both of whom reside in Central Florida, and Florida's voter turnout for the 2006 general election was a disappointing 46.8 percent, about 20 percent less than the average between 1954 and 2004.
When looking at statistics of youth participation in voting at the national level, one will find that voting among 18- to 24-year-olds has decreased 12 percentage points since the 1970s, and in comparison to the rest of the industrialized and democratic world, the United States has the lowest voter turnout of all nations.
It should go without saying that civic education is at the heart of democratic instructional endeavors. The reality is, though, that civics needs resuscitation at the elementary level and therapy at the secondary level. We have many wonderful teachers at all levels fighting the good fight, but there are too many gaps in our current system.
In a bipartisan effort to help improve civic education in Florida, former U.S. Sen. Bob Graham and former U.S. Rep. Lou Frey recently presented Gov. Charlie Crist, state legislators, members of the Department of Education and educational organizations with a report entitled, "Enlisting a New Generation of Florida Citizens." It is my sincere hope that this report will lead to constructive dialogue and action that will strengthen civic education in our state. Florida's future depends on it.
WHAT DO YOU THINK?
"Enlisting a New Generation of Florida Citizens," a joint report from the Lou Frey Institute at the University of Central Florida and the Bob Graham Center at the University of Florida, offers recommendation, listed below, for making civic education a priority . Tell us what you think. Write to Ideas/Civics, The Daytona Beach News-Journal, P.O. Box 2831, Daytona Beach, FL., 32120-2831; fax 386-258-1577, or e-mail letters@news-jrnl.com (place "civics" in the subject line):
· Make civic education an integral part of our public school curriculum: Florida's current learning standards treat civics as an afterthought. We must utilize the scheduled 2007 revision of the Sunshine State Standards in Social Studies to update and strengthen those guidelines so that schools give students all of the skills they need to be effective citizens.
· Test civics on the Florida Comprehensive Assessment Test: Florida currently examines students on reading, writing, mathematics, and science --in short, every core academic subject but civics and social studies. Without assessment and accountability, civics will remain under-emphasized. We must add civics knowledge and skills to the subjects tested on the FCAT.
· Encourage and support teaching of civics in Florida's K-12 schools: Students will not be transformed into active citizens without teachers who are properly trained and empowered. We must make civics instruction an essential part of teacher education at Florida's colleges and universities and help teachers already in the classroom enhance their civics teaching skills and methods.
· Lead the nation in textbook improvement: Because of its strength in the textbook market, Florida has both an opportunity and a responsibility to improve instructional materials in civics as well as other core subjects. Educational policymakers must make use of Florida's unique influence to update academic standards, build instructional coalitions with other states, and review our own textbook selection process so that students in the state and across the country have the right learning tools.
· Establish a strategic center for Florida citizenship: Civics education is currently championed by a diffuse and independent array of students, parents, educators, elected officials, public policy centers and advocacy organizations. We must establish and fund a center to support and help coordinate these efforts, monitor Florida's civic health, and keep us on track to produce educated and effective citizens.
Caros is president of the Florida Association of Social Studies Supervisors (www.fasss.org) and K-12 Social Studies Curriculum Specialist for Volusia County Schools. He contributed to the development of "Enlisting a New Generation of Florida Citizens," a report led by Bob Graham and Lou Frey.
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