REPORT OF THE
TASK FORCE ON PUBLIC EDUCATION
DIOCESE OF NEWARK

MEMBERS

Ms. Rosalie Clegg
The Rev. Lawrence Falkowski
Ms. Roxanne Johnson
Mrs. Cheryl Notari
Mr. E. Joseph Piel
Ms. Karen Resack
Ms. Cheryl Thompson

The Very Rev. Petero A.N. Sabune
Chairperson


MISSION STATEMENT


THE 123RD DIOCESAN CONVENTION CALLED FOR A TASK FORCE ON PUBLIC EDUCATION TO REPORT BACK TO THE 124TH CONVENTION IN 1998.

CHILDREN ARE A GIFT FROM GOD. IN THE GOSPEL, JESUS SAID, “LET THE LITTLE CHILDREN COME TO ME; DO NOT HINDER THEM”. AND AGAIN HE SAID, “IF YOU CAUSE LITTLE ONES TO SUFFER, IT WOULD BE BETTER IF A MILLSTONE IS TIED AROUND YOUR NECK AND YOU ARE DROWNED”.

THE EPISCOPAL CHURCH STANDS ON THE BRINK OF SHOWING THE NATION HOW TO BRING HOPE BACK TO THE CITIES, HOW TO PROVIDE LITTLE CHILDREN WITH A WAY OUT OF THE CYCLE OF POVERTY AND HOW TO PROVIDE TRAINED EMPLOYEES WHO WILL HELP FUEL THE STATE’S ECONOMY. IF WE DO NOT SUPPORT THE PUBLIC INSTITUTIONS, WE CREATE THE DANGER OF A SOCIETY WITHOUT COMPASSION OR GOOD CITIZENSHIP.* WE RECOMMEND THAT THE 124TH DIOCESAN CONVENTION MANDATE THAT CHURCHES SUPPORT PUBLIC SCHOOLS. THE EPISCOPAL CHURCH IS NOW IN A UNIQUE POSITION TO SERVE AS A BEACON FOR THE NATION.

WE WILL PAY A HIGHER PRICE FOR INCARCERATIONS AND REHABILITATION IN GENERATIONS TO COME, IF WE DO NOT ACT NOW!

*ABBOTT II VS. BURKE, PAGE 319, “THE EDUCATION NEEDED TO EQUIP THE (URBAN) STUDENTS FOR THEIR ROLES AS CITIZENS AND WORKERS EXCEED THAT NEEDED BY STUDENTS IN MORE AFFLUENT DISTRICTS; THAT THE EDUCATION PROVIDED DEPENDS TO A SIGNIFICANT EXEGENT ON THE MONEY SPENT FOR IT, AND ON WHAT THE MONEY CAN BUY - IN QUALITY AND QUANTITY AND THE ABILITY TO INNOVATE”.



INTRODUCTION

The purpose of this report is to encourage conversation and collaboration between educators and religious leaders. Our intention is to kindle or rekindle the interest of religious leaders in public schools. It is also our intention to encourage educators to seek out churches for support.

Historically, there has been a strong connection between public schools and the church. In the early days of our nation, it was the church that established the schools and colleges that formed the basis for our public education system. This was done out of a concern for the well-being of all children and a belief that an educated populace is key to the success of our democracy.

Recently, the relationship between the church and public schools has not been as vital as it was in the past. Educators often do not perceive the church as actively supporting public education, and church leaders often feel overlooked by educators in their community. Both groups, educators and religious leaders, need to explore new ways of working together for the good of our children.


WHY NOW?

Why do we need to encourage religious leaders and community school leaders to be in conversation and work together?

Why is it essential that we renew the historic partnership between church and public education at this time?

First and foremost, an active partnership needs to be renewed because the public schools and the churches share many common values. These values include a commitment to the well-being of all children, a concern that resources are distributed equitably; populace is key to the success of our democracy.




THEOLOGY AND EDUCATION

As a community of believers, we need to reflect upon the theological basis for our conclusions about the educational process. Several issues clearly present themselves. First, what are our responsibilities for education in general? Second, how do these responsibilities take concrete and practical form? Third, who, do believers think are the supporters of the educational process?


        It is our belief that spiritual, moral and educational development of children is a basic duty of every person. Whether we are parents or guardians or neither, each of us shares a common responsibility to see that new members of our society are educated. Too often, this common duty is ignored by many in our society who do not have school aged children and even those who do often do not see education as a primary responsibility of the society. The failure of an adequate educational system with equal opportunity for all is a moral failing.

The responsibility for the education is not one that is limited to the immediate family, but rather is a task for the whole society. Failure to educate the next generation is a failure of an entire culture, not merely an individual family. We are informed that we as Christians, have the duty to treat all persons as children of God.

Hebrew scripture suggests that the basic truths are learned by example:
Hear, O Israel: The LORD IS OUR God, the LORD alone. You shall love the LORD your God with all your heart, and with all your soul, and with all your might. Keep these words that I am commanding you today in your heart. Recite them to your children and talk about them when you are at home and when you are away, when you lie down and when you rise.Bind them as a sign on your hand, fix them as an emblem on your forehead, and write them on the doorposts of your house and on your gates. (Deut 6:4-8 NRSV)

The modern notion that we need to model the behavior that we wish to teach is stated in 1 Timothy, “set the believers an example in speech and conduct, in love, in faith, in purity. Until I arrive, give attention to the public scripture, to exhorting, to teaching.” (1 Tim. 4:11b-12)

This corporate good is often overlooked in our society. There have been many instances in recent years where education has been cut as a protest over tax rates, in towns where the majority of citizens do not have school aged children, and where there is a general belief that the public schools are unimportant because most of our children are in private schools. This statement is factually inaccurate (85% of New Jersey children are in public schools) and morally reprehensible.

While a great deal of political debate has occurred over the level of funding, content of education, and sources of public support, it is our clear belief that we have an explicit duty to insure that all children have the resources and support needed to be educated. The situation as it exists today, leads to the conclusion that the current educational system does not lead to a full and complete education and therefore falls far short of the goal that our children be properly educated.

Educational Policy


To apply the basic principles stated above, it is necessary to establish the connection between general beliefs and specific policies. For example, if we hold to the belief that all children should have equal educational opportunity, then we must reject a system of funding which allows for great differences in the resources available to each student. We hold the position that massive inequalities in the funding of schools is inconsistent with our belief that children require equal access to educational resources.

This statement does not conform to the reality of educational funding in New Jersey nor does it conform to the general sense of public opinion. Many individuals take the position that either inequities in funding make no difference in education, or that students in wealthier areas should not be penalized by reducing spending per pupil to the lowest common denominator. We suggest that both these positions ignore the key theological issue presented.

The responsibility to educate exists regardless of the accidents of geography or the history of educational organization. Therefore, claims that the State has always been organized by community and the basis for education has been property tax has little or no impact on the overall duty to educate. This duty cannot be discharged simply by suggesting that schools exist. They can only be met by assuring ourselves that the educational system is to provide an education of quality for all of our children.

Some have suggested that since public education is so flawed that we can only educate and fulfill our responsibilities by abandoning the current system and building or expanding a system of private, church support, and charter schools. It is our belief that these ideas do not fulfill our duty to educate all children. Currently, 85% of all children in New Jersey are educated in the public schools.

We believe that education is most successful when the entire community is involved in the process. The more we divide the community into rival groups, some supporting public education, some supporting private schools, etc., the less likely we are to develop quality education on all levels. This unity of outlook makes good common sense as well as being consistent with our beliefs. “Finally, all of you, have unity of spirit, sympathy, love for one another, a tender heart and a humble mind.” (1Peter 3:8)

Basic Curriculum - Quality - Standards - Facilities

The State of New Jersey has mandated a set of Core Curriculum Content Standards. These standards are an attempt to define the meaning of "Thorough" in the context of the State constitutional guarantee that students would be educated within a Thorough and Efficient system of free public schools.

The core curriculum standards are not meant to serve as a statewide curriculum guide, but rather to define the results expected from whatever strategies local districts wish to use.

There are a number of strategies being proposed and discussed in Trenton at this time. A look at the newspaper headlines for November and December 1997 gives us some examples.

School Districts Call for Child Super Care
--urban plan includes food, health screening. The story includes the following statements: 'The full range program could cost as much as $14,000 per child. Pay that figure now or pray $100,000 later in the damage the average poorly tended, poorly educated child can do when he becomes a drain on society".

Eyes and hopes of educators are upon Texas ---Houston classes offer lessons for New Jersey The story goes on to describe a complete change in the organization of schools. It also calls for massive teacher development programs. The program is called SUCCESS FOR ALL and is being seriously considered by the New Jersey State Education Department. It is claimed that it can be instituted without a massive increase in spending, but it does mean a shift in priorities. For example at one school in Houston the principal had to choose between hiring a reading teacher or a full time family counselor, two jobs that are essential to the success of the SUCCESS FOR ALL program.

State assigns auditors to urban schools-- Poor districts lose control of new aid.

Our educational system needs rededication, not our students
How many of us even read the stories behind the headlines. "SAT scores have fallen so low since the mid-1960s that the College Board has recalibrated its measurements." "Nationwide, about 40 percent of college freshmen must take remedial math, and over one third must take remedial reading and writing. " And once we do check up on the statements, WHAT DO WE DO ABOUT IT?

It is not the purpose of this Task Force to define a specific curriculum guide, but to point out some of the problems students might face in meeting the standards at an acceptable level, and to make some suggestions as to how these problems might be overcome. There are five Cross-Content Workplace Readiness Standards which cut across all curriculum areas. They are that students will:


The statement of these standards are followed in the Core Curriculum Standards publication by a series of chapters describing the standards which when met will assure that the students have met them in each of the seven curricula areas of: The Arts, Health and Physical Education, Language Arts, Mathematics, Science, Social Studies, and World Languages.

These are acceptable standards and in science and mathematics fit in reasonably with the national standards. The problems which arise are the roadblocks in the way of students on their way to meeting the standards.

Among these roadblocks are:

1. Adequate understanding of teachers and administrators
A survey in January 1997 of elementary science teachers found that fewer than half of them are familiar with the NJ Core Curriculum Standards to a high degree. Thirty five percent of the teachers do not have a copy of the standards, and twenty two percent stated that they do not have access to a copy of the standards. Seventy one percent of the teachers have had no professional development sponsored by the New Jersey Statewide Systemic Initiative to help implement the NJ Core Curriculum Science Content Standards.

Newspaper articles indicate there is a lack of adequate understanding of the Core Curriculum Standards among teachers of English, History, The Arts, languages, mathematics and Physical education.

The situation in science is now being addressed by the program "Building a Presence For Science." This program is designed to end the isolation of Science Teachers, created and administrated by the National Science Teachers Association and funded in ten states by the Exxon Education Foundation. New Jersey is one of those states. The program will develop partnerships with an array of state education agencies and organizations, to facilitate the implementation of the New Jersey and National Science Education Standards. Regional key leaders will be appointed to work with a Point of Contact person in every school building in the state to implement the standards. This will be accomplished through professional development programs. The State Department is about to implement a teacher development program which will require the participation of all teachers in. at least 100 hours of professional development activities in order to maintain their certification.

There is no similar program presently established for teachers in other fields. Regardless of the number of teacher development programs and the support of the state education department, teacher morale gets battered when teachers without adequate text books or other facilities see board members and school administrators riding around in limos provided by the taxpayers This is the case in many school districts, not just those which make the papers.

2. Guidance from the state
If the State of New Jersey sets mandatory Core standards without also providing either the guidance or the teacher and administrator renewal necessary to become equipped to carry out the mandate there is little chance that the standards will be met.

There are many suggestions in other reports of this task force for what the governor and the state legislators should do about the many shortcomings of the educational system in New Jersey.

3. School Buildings, etc.
While the schools in the most affluent communities are wiring their buildings for more efficient use of the various technologies with which to improve education there are many schools in the less affluent communities with broken windows, broken heating systems, etc. and other effects of long delayed maintenance. It is difficult for a student to look to challenges facing him/her in the 21st century when the school building environment is not yet in the 20th century.

* Every student should have access to a computer and competent instruction on its appropriate use. Other instructional equipment and text books should be up to date and appropriate for the grade level.

* There should be adequate transportation not only for the normal school day but for after school activities and field trips. New Jersey has a wealth of places outside the school which should be used for educational advantage.

* School children should be physically safe and safe from harm by others.

* It is difficult for a student to learn if the home environment does not provide for a space to study, parents who encourage appropriate study habits and healthful living conditions.

* Students who come to school hungry will concentrate on the fact that they are hungry rather than on what the curriculum is providing.

4. Assistance from the Community
Another important part of every child's education which must not be overlooked is that of the affective domain. The affective domain addresses areas of self-esteem, emotions, feelings, and personal values. While the entire educational establishment must provide an atmosphere in which self -esteem, positive personal values and feelings can flourish, and students’ intellectual growth is affected by their emotional disposition, this is not included in a set of standards. The position of the state is as follows:

"The Department of Education excluded desirable affective results from the content standards which the State would formally assess, because it would be inappropriate for the State to make judgments about student values or feelings. The department's position is that parents and local educators should make judgments about when and how these affective issues will be addressed in their communities. Teachers, administrators, parents, and other community residents all have a responsibility to nurture and communicate the values, self-worth, and character development required for young people to succeed."

One group that must be involved and should not be overlooked is the person sitting in the pew and even more important the member of the church that sits in the pew only on Christmas and Easter. These people must be reminded that their action and lack of action are immoral if they just stand by and let someone else carry the burden of the development of appropriate affective attitudes in their children. They also have responsibilities, They should be in contact with the teachers and administrators, not just to complain, but also to offer support and services in the form of time and talent. They should be attending board of education meetings, writing letters to the local paper and to their legislators and state education department officials expressing their concern and their willingness to support whatever means including increases in taxes in order to improve the education of ALL students in the state, not just their own.

Is it time to ask yourself how often have you taken enough interest in your school to put yourself out to help alleviate any of the problems listed above?


ADULT INVOLVEMENT


We are at a critical time in education. There are serious issues that need to be addressed if our children are going to be successfully educated for the new millennium.

Our concern is that the minority population in the schools are increasing as the numbers of minority teachers are declining. This is important because students need role models that look like them as well as like others in our society.

We need to stop the violence in our schools, verbal and physical. Students must be taught Core Values, as well as Core Curriculum. This starts with the parents. They need to be taught strategies to resolve conflicts. (Conflict Resolution).

Our society is out of order; roles are no longer clearly defined. Family, community and teachers must form a partnership for the educational system to work. Teachers chose this profession. Several years ago, students entered the classroom prepared to learn. They were given a nutritious breakfast, dressed properly, and given a hug and encouragement to do their best in school. Now, however, the schools and teachers may have to provide a breakfast, comb someone’s hair, and become even more conscious of the messages they send to children, verbal and non-verbal, about self-worth and a genuine concern that they have the potential to success.

The children are watching. We are role models in our homes, churches, and communities whether we want to be or not. The children are watching.

All our lives touch in some way directly or indirectly.

COMMUNITY-SCHOOL PARTNERSHIPS

Current research in education indicates that parental and community involvement enhances and strenghtens the educational experience of our children (Hoover- Dempsey & Sandler, 1995). Where parents and communities are active in the day to day activities of their children, such as student-teacher conferences, homework assignments, concerts and sports activities, students evidence an increase in achievement. Involvement communicates a positive message to the student about the importance of their education. Involvement keeps the parent or guardian informed of the student’s progress and helps the school accomplish more (Akimoff, 1996).

Communication appears to be a primary factor in successful parental involvement (Vickers & Minke, 1995). Teacher, parent, and community exchanges of information help all parties to understand the issues facing the current educational system. When educators share information in an open and honest exchange, the parents and community feel a greater affiliation with the educators and are more likely to support them in their quest for reform. Together they form a shared set of expectations and beliefs which will help them to forge a common vision for education. As with all communication, it breaks down when it becomes one sided. If the educators do not take the time to listen to the parents and community or the parents and community fail to listen to the educators, one sided agendas develop and the effectiveness of this teaming is diminished.

A second problem involves socio-economic issues. While parental and community interest in education does not differ significantly based on socio-economic status, the ability to participate in the process does. Parents with lower incomes are more likely to have work schedules that prohibit attendance at parent-teacher meetings, student concerts or sports activities, and assisting with homework assignments. Research indicates that their interest in their children’s education is not significantly different than parents in a higher income bracket communities yet life circumstances are more likely to interfere in their active participation (Bracey, 1996).

There is a plethora of research to indicate that parental and community involvement enhances and strengthens the educational experience for our children. While educators agree on this point, many are often unsure as to the most effective ways to get these constituencies involved. The model in which the current educational system in the state of New Jersey operates often pits the policymakers, the parents, and the teachers in a battle of wills. While all seem to want school reform, each approach it from a different frame of reference often pointing fingers of blame for the current state of education at each other.

A multi-year project done in Boston by Tony Wagner and Nancy Sconyers (1996) on Families, Community, schools and Children’s Learning found that policymakers, parents, teachers, and students view school reform and family-community collaboration f rom different perspectives. While policymakers think that school reform is vital to maintaining a competitive economic advantage and think that parental involvement is a critical part of reform efforts, they are skeptical about parent’s desire to be involved in their children’s education. Parents on the other hand want change and express an urgency about it because they perceive a lack of student motivation and values. In addition, they are interested in offerings for the non-college bound student, opportunities for enrichment, high-school structure and uncaring teachers. Teachers are concerned about changes imposed by out of touch bureaucracies, scare resources, and student stress levels and lack of motivation. Surprisingly, the students’ major concern is safety. In addition, the need for stimulating school and co-curricular activities, the lack of respect that teachers have for students are factors that drive their desire for reform. Interestingly, all four constituencies view parental and community advocacy as the key to change.

The current educational system in the state of New Jersey is in desperate need of reform. Currently, there is no reasonable expectation that students will receive a basic minimum standard of education across the state. Resources and funding differ drastically from district to district. The lowest income districts are the districts that are suffering the most. It is in these districts that parochial education flourishes. Valuable parent and community voices that could help to influence the process of reform in the public schools which are in desperately need are diverted to the private sector. This serves to further weaken an already frail low income, low parental and community involvement system.

The most effective way to counter this erosion of the public education in our low income districts is to stem the division of what researchers believe is the key to successful reform. That is to unite the already taxed resource of parents and community in support of the public educational system. “The practice of community partnership for school change must become a matter of both regular practice and school policy.” (Wagner & Sconyers, 1996).

CONCLUSIONS

Supporting Education

How do we support the educational process? What can we do to insure that the process is designed to educate all children in a manner consistent with our beliefs? As Christians, we understand that our beliefs lead to our willingness to witness those beliefs in action. “If a brother or sister is naked and lacks daily food, and one of you say to them ‘Go in peace; keep warm and eat your fill,’ and yet you do not supply their bodily needs, what is the good of that?” (James 2:15-16)

In order to make our commitments real, we suggest:



RESOLUTIONS

1. Resolved: That the 124th Convention of the Episcopal Diocese of Newark accept the report of the Task Force on Public Education.

2. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for the abolishment of all programs of public funding for non-public schools. This includes funding for private, parochial, independent, and charter schools as well as systems of vouchers.

3. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for legislation to enforce the Supreme Court decision calling for parity in funding for all school districts in New Jersey.

4. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls on the governor and legislature of this state to fund public education from general tax revenues and not on the basis of property taxes.

5. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for all parishes in the diocese to begin a program to implement the recommendations stated above

6. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for full funding of activities that enhance public education such as:
 7. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for the establishment a specific program for voter education for all high school students


8. Resolved: That the 124th Convention of the Episcopal Diocese of Newark calls for the establishment of a permanent commission on public education which will report to the 125th convention of the diocese.

 9. Resolved: That the report of the Task Force on Public Education be forwarded to the New Jersey government officials including the governor, commissioner of education, are leaders of the senate and assembly for their consideration.
Appendices

Several appendices from this report are available from the secretary of convention. These appendices are:
0 -- Go to 1998 Annual Convention pages
0 -- Go to Diocese of Newark Home Page