Goals 2,000/OBE Federally Mandated For All Schools and All
Children

The following is a synopsis of the HR6 bill passed by congress
and signed into law by President Bill Clinton in the summer of
1994.  HR6 is an extension for five years of appropriations for
the programs under the Eementary And Secondary Education Act Of
1965.  Congress has given a short title of "Improving America's
Schools Act of 1994".  This bill is the implementation of Goals
2,000/ OBE from the federal level, technically speaking is
unconstitutional.


Government controlled curriculum, assessments and resource
standards.  Link to Goals 2,000.

States receiving federal funds under this act must adopt
curriculum standards and tests approved by the Secretary of the
U. S.  Department of Education and have an approved state plan
under Goals 2,000.

Title 1, part A, Sec. 1111, (a) (A) states " Any State desiring
to receive a grant under this part shall submit to the secretary
a plan... that is integrated with the State's plan, either
approved or being developed, under title II of the Goals 2,000: 
Educate America Act, and satisfies the requirements of this
section that are not already addressed by that State plan."

Title l, Part A, sec 1111, (b) (B), (5)(A) states "If a State
does not have a challenging content and performance

standards that meet the requirements of paragraph (1) or
assessments that meet requirements of paragraph (3), the State
may propose to use... an alternative statewide set of yearly
assessments that will assess the performance of complex skills
and challenging subject matter."



Mandates Outcome-Based Education Nationally.

Title 1, Part A, Sec. 111, (b) (1) (A) states "Each State plan
shall contain a description of the high-quality standards for
all children that will be used by the State, its local
educational agencies, and its schools to carry out this Act,
which shall include- challenging content standards... that
specify what all children are expected to know and be able to
do; and challenging performance standards that are aligned with
the State's content standards; describe two levels of high
performance- "proficient" and "advanced"- that determine how
well children are mastering  (OBE) the material in the content
standards; and include a third bench mark below proficient, if
necessary, to provide complete information about the progress of
the lower performing children toward achieving to the high
"proficient" and "advance" performance standards," ( provide
remediation under OBE). 



Performance Standards (Outcome-Based Education).

Title 11, Sec. 2132 (2) states "The term "outcome performance
indicators" means measures of specific  outcomes that the State
or local educational agency identifies as assessing progress..."



Basic Academic Education Prohibited (i.e. Phonics, Spelling,
Math Facts,...).

Title 1, Sec. 1001 (C) (6) states " the disproved theory that
children must first learn basics skills before engaging in more
complex tasks continues to dominate strategies for classroom
instruction, resulting in emphasis on repetitive drill and
practice (basic skills) at the expense of content-rich
instruction, accelerated curricula, and effective teaching to
high standards."

Title 1, part A, Sec. 1114 (b) (B) (iii) states that all State
school wide reform strategies " use effective instruction
strategies that increase the amount and quality of learning time
and help provide an enriched and accelerated curriculum rather
than remedial drill and practice (Basic Skills)."

Title 1, Part A, Sec. 1114 (c) (C) (i-iii) states " use
effective instructional strategies that - give primary
consideration to providing extended learning time such as an
extended school year and before and after school programs and
opportunities; involve an accelerated, high-quality curriculum,
including applied learning (integrated, thematic projects),
rather than remedial drill and practice (basic skills); and
minimize removing children from the regular classroom for
instruction."



Definition of Enriched And Accelerated Curriculum:

Title 1, Sec. 1001 (d) 3 states " promoting school wide reform
and ensuring access of children from the earliest grades to
effective instructional strategies and challenging academic
content that includes intensive complex thinking and
problem-solving experiences  (higher order thinking skills);



Banning Or Discouraging The Use Of Norm Referenced Standardized
Tests or Basic Skills Tests.

Title 1, Sec. 1001 (c) 4 states " Use of low-level tests (Basic
Skills Tests) that are not aligned with schools' curricula fails
to provide adequate information about what children know and can
do and encourages curricula and instruction that focus on the
low-level skills (Basic Skills) measured by such tests."



Home-Schoolers And Private Schools Will Be Regulated.

Title 1, Part A,  Sec. 1111, (b), (1) (A) states "Each State
plan shall contain a description of the high quality standards
for all Children that will be used by the State."

Title 1, Part A, Sec. 1111, (b), (2) (A) states " Each State
plan shall include a description, based on assessments... of
what constitutes adequate yearly progress of - any school served
under this part toward enabling all children to meet the State's
"proficient" and "advanced" performance standards; and any local
educational agency that receives funds under this part toward
enabling all children within its jurisdiction to meet the
State's "proficient" and "advanced" performance standards."



"One-Stop Shopping". School-Based Health Clinics.

Title 1 Sec. 1001, (d)(5) states that the purpose of this title
is accomplished by " coordinating services under all parts of
this title with each other, and with other educational services,
and, to the extent feasible, with health and social service
programs funded from other sources."

Title 1 Sec. 1112, (c) (3) (B) states "coordinate and
collaborate, to the extent feasible, with other agencies
providing services to children, youth, and families, including,
but not limited to, health and social services;"



Parents As Mere Partners No Longer The Owners Of The Schools.

The role of parents is now one of "becoming partners with
teachers" (Title 1, Sec. 1001, (c) (8).

Title 1 Sec. 1116 (d) states "... each school served under this
part shall jointly develop with parents for all children a
school parent compact that outlines how parents, the entire
school staff, and students will share the responsibility for
improved student achievement." (Dictatorial?)



Parent Training.  Government Invasion Of The Home.

Title 1, Part B states that the Even Start program will provide
" family-centered education programs that involve parents and
children in a cooperative effort to help parents become full
partners in the education of their children...".  This will
include the "training of parents to support the educational
growth of their children, developmentally appropriate early
childhood educational serves" (Sect 1205 (4)).  It will also
"provide and monitor integrated instructional services to
participating parents and children through home-based programs"
(Sec. 1205 (6)) that will "operate on a year-round basis" (Sec.
1205 (7)).



Teacher Certification Tied To Content And Performance Standards
Including National Certification.

Title 11, Sec. 2125, (b) (3) (E) states and State application
shall "describe specific steps for the reform of State
requirements for licensure of teachers and administrators,
including certification and recertification, to align them with
challenging State content and performance standards."   Sec.
2126, (6) states funds many be used to provide "financial or
other incentives for teachers to become certified by the
National Board For Professional Teaching Standards."