Summary: June 5, 2002

Day 3 Topic: Emerging Modes of Delivery, Certification and Planning

Moderators Helie and Ford introduced today's topic and panelists and posed several questions to elicit participants' opinions about Emerging Modes.

Note: Postings on today's topic that appeared on the Web site by 8:00 PM Pacific time are included in this summary.

1. What is your vision of how technology could be used to facilitate student achievement at all levels, pre-kindergarten through postsecondary? What should the role of the state be in achieving this vision? What are the pros and cons of public-private collaboration in this area?

   • The draft Plan mentions technology throughout as important to quality education, but recommendations in the draft Plan cover only two specific areas: (1) ongoing professional development of all staff in technology applications and (2) educational technology partnerships that include the public, private, non-profit, and for-profit sectors. It comments that it should "actively encourage collaboration between public educational institutions and private employers, particularly in the area of technology."
   • Panelist Mitchell noted three basic elements of the Emerging Modes Working Group: (1) highlight the opportunities presented by new technologies, (2) suggest how the state could contribute to innovation and dissemination, and (3) establish the principle that equitable access to a minimum set of hardware, software, and communications technology is essential. Given these elements, teachers with access to professional development can adapt technology to their own and student needs. He recommended the good work of the Commission on Technology in Learning.
   • Opinions about technology covered a broad range: technology should be used at all levels in all subjects; technology is a tool rather than an end; used inappropriately, technology can drain resources and time; students, drawn by the glamour of graphics, will ignore studies in core academics; DOE can produce top notch distant-learning courses on CD for teachers to administer; we need to look beyond technology as electronic communication and computers to technologies in science and other specialties.
   • Advantages of technology are manifold: web based instruction is beneficial for adult learners; technology allows us to individualize a system of mass education and to make public policy around that idea; by moving communication to the web, parents can be digitally involved with schools (e.g., Digital California Project).
   • One participant wants to see a list of specific advantages, well supported by real research, that we expect our student to gain from individual access to technology.
   • The costs inherent in keeping current with the purchase, support, and training are considerable. Participants raised concerns about equity for schools with limited access to computers.
   • Now that schools have good Internet connectivity, more scientists may be drawn into schools on sabbaticals on a temporary basis, which might highlight the new environment that technology is bringing to the schools. Partnerships with businesses are very important.
   • Adult education needs to be recognized and supported for the significant place it occupies on the continuum of educational services for Californians especially if the concept of life-long learning is to be honored.
   • Participants presented the unique aspects of adult and non-credit education (e.g., short-term, non-tuition based, local, no degree). Most learners seek courses for ESL, life and work skills, high school diplomas, GEDs, citizenship, etc. Issues of partnering with industry, governance, delivery systems, privatization, administration, accountability, funding, technology, staff development, socialization and more were discussed.

2. For non-traditional forms of educational programs and delivery, what should the ROLE of the state be? For example, should the state: (a) decide which models should be used and under what circumstances, (b) set accountability standards school districts must meet when they decide to use such models, (c) encourage and publicize research regarding which models are effective or ineffective in which situations, (d) encourage use of models that have demonstrated effectiveness? (Non-traditional programs include small schools, magnet schools, distributed learning/distance education, home schooling, and others.

   • Most participants wanted to see the state encourage the use of alternative approaches with a minimum of red tape. Other possible roles for the state relative to non-traditional approaches included observer and data collector, ensure that alternatives are standards-based and evaluated, provide incentives for innovation/sanctions for maintaining failing systems, educate parents, monitor, decrease restrictions on educational delivery.
   • One participant wished to remove the adversarial atmosphere between traditional public and alternative programs.
   • Participants discussed the benefits/drawbacks of "thoughtful experimentation" and "demonstrated effectiveness" of different modes.
   • Charter schools, in particular, were mentioned as providing more opportunities for teachers and students because of their greater flexibility, which the state should foster not restrict, monitor, not stifle.
   • If citizens are to embrace progressive improvement of our schools, then the state's role must be to (1) encourage experimentation, (2) require and enable (with money) the serious evaluation of experiments, (3) establish a clearinghouse for data about different modes and their effectiveness, and (4) allow parents more ability to choose between different modes within the public system.

3. Should students be able to "test out" of requirements for degree or certificate programs? What role should colleges and universities play in this area? For example, should they: (a) be in the business of certifying sets of skills no matter whether those skills were acquired formally or informally, (b) allow students to test into certification programs, to make entry into programs more open, (c) follow standards set by the State or by private industry, or determine their own standards?

   • The draft Master Plan suggests that there should be multiple methods for gauging student achievement. For example, testing knowledge and skills prior to and following instruction can determine the degree of student achievement relative to what has been presented. Currently, many certification programs allow students to gain specific sets of skills to meet personal and professional goals. However, prospective students may already have acquired some or all of these skills outside the formal education system. One possibility is that tests could be developed to identify what is already known, so that certification could be awarded when the missing skills have been acquired.
   • Testing out of required classes at a University Level is subject-matter dependant.
   • The business community is frustrated by the lack of common standards across institutions and kinds of institutions, which has led to the creation of very specific curricula offered commercially or through community colleges.
   • Students should be able to "test out" of requirements for degrees and certificates if the tests are validated to cover the required elements of the subject matter.

   While this summary contains the highlights from participants' comments, far more comprehensive information may be found in the individual postings.

   Background summaries, daily topics, questions and background information are available from the Agenda page.

   Thursday, June 6th will focus on Professional Personnel Development.

   I welcome your comments on the summaries.

   Sally Hedman
   Reporter
   

   Agenda Pages
   Background	Student Learning	Emerging Modes
   Personnel Development	Workforce Preparation	School Readiness
   Facilities & Finance	Governance	Wrap-up