 President of the United States and Secretary of Education, Terrell Bell. Mr. President, welcome to our panel, and we'd like to begin by inviting you, if you would, to make a few opening remarks. Well, thank you very much, Mr. Secretary. I'm delighted to be here at Pioneer High School. Pioneer is an appropriate name, too, because this school is pioneering a new age of education based on old values. Under the leadership of Mr. Eichholz, how about that? At my age, and I'm still calling the principal, Mr. But under his leadership, this school shows what can be accomplished when students, faculty, parents, and the local community work together. I'm told that at one time Pioneer was a problem school, but today it's a finalist in the National Secondary School Recognition Program. And what I like about Pioneer is it's pride. Teachers are proud of students, students are proud of teachers, both are proud of the principal, and everybody's proud of the school itself. Principles, teachers and students all pick up paper in the halls if they find it and throw it in the trash cans. Instead of putting up a 10-foot chain link fence, parents, students and teachers build a distinguished wrought iron fence, the Community Little League, which uses Pioneer's athletic fields, has invested $11,000 and thousands of hours improving the facilities. And what all this means is that students are more receptive to learning because they respect the institution known as the school, and this is a base. The resulting academic benefits are now flowing, and you'll hear more about those in a few minutes. There has to be an attitude for learning before anything sticks in the students' head, and we've seen that attitude change here at Pioneer. I wish I could load all the students and teachers of this school on a bus and take them around the country with me showing the nation what can be done. This meeting today is one in a series of forums to discuss the recommendations of the National Commission on Excellence in Education. The last time education was the focus of such intense public debate was during the 1950s, and this nation then was shaken when the Soviets launched their Sputnik. We responded by making math, science and engineering education a priority, and that beautiful white space shuttle that we've just recently seen shows how we succeeded. I believe the Commission's report has shaken the nation as well, and we need shaking. We needed a respected bipartisan panel to take a hard look at our educational system and tell us where we'd gone wrong. Now it's up to us to respond as positively as we did in the 1950s. One of the recommendations of the report was that citizens across the nation should hold educators and elected officials responsible for providing the leadership necessary to achieve reform, and I agree completely. We federal officials have the responsibility for identifying the national interest in education and providing leadership, but local officials are the ones who pay most of the bills and govern the school district, and it's at the local level where progress will be made. Local school boards can set higher standards. They can see that outstanding teachers are rewarded for their efforts. They can provide incentives and recognition for students who work to attain the outer limits of their ability. We need to bring the concept of achievement back into our schools, achievement for teachers and students alike. Leadership is so important. We need the best efforts of governors, legislators, superintendents, school board members, principals, students and parents. Teachers can't succeed unless all those in leadership positions create conditions supportive of success. And while I'm at it, I'd like to applaud Governor George Duke-Majan and his efforts to make education a number one budget priority in his administration. 51% of Governor Duke-Majan's proposed California budget is dedicated to education, the first real-dollar increase in seven years. The governor's plans for California education are consistent with the recommendations of the Commission and all Californians will benefit from the reforms of the system and yet do it with no new taxes. Of course, the home and family are the foundation on which we build effective schools. It's vital to recognize the very significant role of parents in all of this. That's why I recently went to Albuquerque to address the PTA. Schools can't do their job if a child doesn't come to school with a readiness and a willingness to learn. And that begins at home. No success in the school's part can totally compensate for failure in the home. The time has come for a grassroots campaign for educational renewal that unites parents, teachers, students, local officials and concerned citizens. We need to restore parents and local government to their rightful role in the educational process. It's going to take the attention of all of us to attain the reform of American education and this must be one of the highest priorities of America today, and that's why I'm spending so much time trying to spur the debate. However, before we start our discussion, I want to tell you that during 1983, we have been conducting a search to find some exemplary secondary schools. We need some role models, and we need to point out to the public that in spite of the problems we face in education, there are still some outstanding schools to be found all across the nation. Through use of a panel of experts, not employees of the federal government, a list of winners in a nationwide search has been compiled. And I am pleased to announce that Pioneer High School has been selected by the panel to be honored for excellence in education. If the principal and the superintendent will join me here, we will make the first of 144 awards to be made in our nationwide search for exemplary schools. First is this plaque recognizing Pioneer High School, Whittier, California, for outstanding progress toward excellence in education. Hang on the wall within the school, and only those who are within the school can see them. And since this recognition should be more widely known, we have had designed and made a flag than I did in trying to straighten it out. And now I guess we're going to hear a little more about your success here with Pioneer. Superintendent, Dr. Eisen, we'd like to ask you, if you would, to make some comments about what has caused your school system to make such remarkable progress, especially after the last four or five years. Yes, Mr. Secretary. I'd be pleased to answer that question. I would appreciate the privilege first, however, of telling you and the president how extremely delighted and really honored we are to have you and the president with us in Whittier. I mentioned to the president that this is the very first time in history that a president while in office made an official visit to this community. Another first, Mr. President. I know I speak for thousands of educators in this country who are deeply grateful that you, Mr. President and the secretary, have initiated a tremendous focus and emphasis upon education. The first national effort by a president in almost three decades. We have great momentum here in California already. And if all of us work together toward creatively implementing the commission's recommendations, I feel it will become a landmark in our nation's history. As I mentioned to two members of the commission, Mr. Goldberg and Mr. Foster last night at dinner, the report can be a blood transfusion for education in this country. To your question, I know that the efforts in our district are symbolic of similar ones throughout California. I might say that Pioneer High School is unique, but I'm pleased because our other four high schools in this district are not really that further behind. For example, I'm proud to say that, although five years ago, when our basic skills test scores were terribly below the expectancy band, we did some work. And currently, we are either above or at the top in all basic skill areas that's reading, writing, and arithmetic, as well as spelling. This has been due in large measure to our teacher training unit, which has upgraded teacher standards throughout this district, and also to the fact that we have set high expectations and achievement goals for our students. And when you set high goals, they reach them. Secondly, I've always felt very strongly that parents must assume a greater responsibility for the education of their children. It's been in the paper several times over the past few years. To motivate that and the efforts of students, we have initiated ninth grade entrance testing to our schools. Parents with young children have been informed that they must work with the schools and see to it that their boys and girls study and learn in the lower grades in order to avoid academic probation when they enter our schools. We want them to learn the basic skills in the lower grades so that we can do a better job with what we're supposed to do in the upper grades. Also, our strong attendance policy has brought our district's daily attendance to over 90%. And next year, I might mention that the basic criterion for participation in athletics and activities will be attendance, not grades, because we believe if we can get the youngsters to school, we can teach them and they will learn. So we look forward to an even higher attendance rate next year. By the way, I'd like you to know, Mr. President, that we are shoulder to shoulder with you and Nancy in the matter of drug abuse. We have a program here called Project Info which functions with early offenders and it has a success rate of nearly 95%. Due to this and other prevention efforts, even though we have the strongest drug policy allowed by law in this school district, we had but three drug-related expulsions this year among 9,000 students. We're also very proud of our employee relations program. The board, the administration and the staff are not adversaries. With a cooperative mode of negotiations, we deal with our teachers as partners. We deal with all of our employees as partners. This does make for higher morale and that shows up in greater teaching effort. There are many, many other programs which I could share. Let me say that I'm convinced, however, Mr. President, that although we cannot ignore the dire need for money in the schools, I agree firmly with the commission report that the things I've mentioned require a dynamic and dedicated principal and school staff, a very creative district administrative team with high leadership skills, a courageous school board, a truly supportive community. I am very fortunate to have all of these in our district. And with your support, next year all five of our schools will be deemed exemplary. And Mr. President and members of the panel, we have here with us a very extraordinary teacher. I first read about him in the newspaper. His students received such high test scores and standardized examinations that educational testing service thought maybe there was something a little bit unusual going on. And so they investigated. He's that type of a remarkable mathematics teacher. Calculus, which is sort of the top of the mathematics ladder in high school. In fact, years ago you didn't find calculus taught in high school. Calculus enrollment has moved from zero up to over 100 in over a five-year period. And I'm referring to one of the most remarkable mathematics teachers that I've ever heard about, any place in the United States. And I refer to Jaime Escalante over here. And I'd like to call on him to tell us a little bit about how he does it, if you would please. Thank you, sir. I didn't do it. It's a great honor to me this time to be in a panel. And, Mr. President, I did not disappoint you. In 1973, you gave me the green light to teach in California. You signed my diploma. Mr. President, that's your signature. Yes. Thank you, sir. I don't write any better yet. Thank you, sir. To the audience, he's referring to the teaching certificate that was signed by Governor Reagan. You should keep the secret, sir. When we talk about education, we talk about the future of our country. I hear your conversations in the news when you talk to the challenger crew. And you know what I did? I put together all the words. I came up with one single word, the keyword, education. I know the astronauts plus Houston did the homework. And that's a big plus for us. It's a good example for the rest of the countries, like in Asia, Europe, South, Central America. But, unfortunately, some high percentage of our students are not motivated to follow that example because I feel that our educational system is inconsistent and, LA at this rate, students need only 165 units to graduate. Only 10 units out of 165 are in mathematics. Plus, 75% of the students choose to take the lower math, I should say, basic math and a high school math. The rest, 25%, they're not going to make the college different variables. Some of them don't have money they can afford and some are not prepared for a college life. So, I talked to the principal in my school, I said, we have to increase the number of units in mathematics from 10 to 20. And I got positive answers, positive response. And also, during the last couple of years, I reduced the number of high school maths from 24 to 12. Plus, I talked to the principal, I said, Mr. Gradilier, we have to reduce this basic math nine classes to two. And I have in mind to eliminate that basic math at Garfield High School because I like that flag. I'm going to get it, sir. I used this word inconsistency because our curriculum at LA has Mickey Mouse classes. Don't require any homework, any classwork. And that reflects in the poor attendance we have in the schools. And I talked to the principal, I said, Mr. Gradilier, we must eliminate this Mickey Mouse classes because at the end, we're going to start teaching Khan-Fool class. Full credit. I got the positive response. And instead of those classes we're going to be teaching, we're going to be offering next semester senior math, which is computer oriented. In 1979 I started the upper division classes, an AP college class with only six kids in my class. Mr. President, next year I'm talking about this school year, 1983-84 I'm going to have 116 students. That's what I say, I did not disappoint you, sir. I should say, we increased the number of high school, the number of our AP calculus classes from 1 to 5. Plus the beauty of the whole thing is next year we're going to offer for the first time the second year advanced placements calculus BC. And looking at the problems we're facing, I think we could do it because God is so good with us. We have everything and I promise, sir, we're going to do it. Thank you, Mr. President. Thank you. The AP classes that he was referring to if you're not familiar with education jargon is advanced placement on the high school level. You take an advanced placement class. You take an examination and get university credit for it. I don't know if that's going to get any tougher. You know, I'm a Utah and California has stolen our president of our University of Utah to be down here to be the president of University of California. So Jaime, you better talk to him about those AP classes so he'll still honor those credits of President Gardner. Well, I'd like to call if I may on Bob Eichholz, if it's all right with you, Mr. President. Dr. Eichholz is, you know, the principal of this school and just ask him, as we read the data, as we were studying these schools and this nationwide competition, we were just impressed with the remarkable progress over the last four years in the achievement of these students. This is an institution with a large number of low-income students, a large number of minority students, 72% minority students. It isn't the wealthy suburban school where all of these students are easily taught. And so, Bob, we'd like to ask you if you'd make a few comments about your success and what the key is to it. Thank you, Mr. Secretary. Mr. President, I thank you for your kind remarks and we at Pioneer are extremely proud of our school and we're extremely proud to have you visit us on this day. This is a very outstanding day for us. I'm proud to be here. May I add that for many, many years, people have asked me the question, what's new? And until two weeks ago, I never felt I had an appropriate response. We take the position at Pioneer High School that all students should be literate. They should know how to read. They should know how to write. They should know how to function in math and communicate effectively. Therefore, a major emphasis on this school is on basic skills instruction with extensive use, diagnostic testing to establish instructional strategies for the classroom and frequent pre and post testing to find out what's taking place, how much academic growth is taking place in those classrooms. By the end of the students, freshmen coming into this school fail one or more of the state-required proficiency tests in reading, math, or writing. By the senior year, virtually all students passed all tests and reached proficiency level. We don't think this is enough. And therefore, we then exert great effort at this school to help students not only reach proficiency level, but to excel to their highest capabilities. We feel this is extremely important. On the other end of the spectrum, we provide a challenging and rigorous honors and advanced placement program in our alternative school. Prepare students to compete successfully for entrance to college and to be successful while they're there. Comparative GPAs, which we study annually, verify that our students compete quite well. Along with this, guidance and counseling stats identify, particularly in this school, there's a need to identify all the students who have the potential to go to college. And then to encourage those youngsters to do so, and more than that, provide them assistance. During the last four years, the number of students going to college has increased from 30% to 50%. And we're proud of that figure. Our comprehensive education program, work experience, vocational education, consumer education, art, regional occupational programs, computer literacy programs are all designed to help students develop job entry skills so that they can compete in the job market. I feel very strongly, however, as a principal concerned about young people, that we cannot negate the importance of fine arts, athletics, extracurricular programs in terms of developing human relations skills and sportsmanship in our young people. In addition, we have found that these experiences, oftentimes keep the student who is indifferent to education in the school environment until he begins to achieve success and mature sufficiently to appreciate the need for academic skills. None of this curriculum can be taught effectively unless you have structure, order, and discipline on your campus with well defined and enforced citizenship policies. In addition, we hold our administrators accountable for strong leadership, for good planning, effective supervision and high visibility, not on the campus, but in the classroom. Restressing the importance of education to the young people, their children. And here's a very critical factor requiring their children to attend school regularly and do the homework that's assigned. The value structure of the home in this country must include education as a high priority. And then we must have parents who take an interest in their school and become involved. Over 250 parents are actively involved in school not only in a support sense but in the decision making process. Most parents of the school are involved in school needs assessment as it relates to our planning. Schools must do everything possible everything possible to make parents comfortable in the school setting. They must feel welcome at the school. And it is important to communicate frequently with the home about school goals, about student progress and school success. And finally and I think this is extremely important, all of this must take place under the umbrella of a loving, caring and positive school climate where everything possible is done to recognize teachers who are successful and are getting results. And to strengthen the self-esteem and the self-image and build pride of the young people and build pride in their school. All research shows that students who feel good about themselves will achieve well in school. From our experience, if all of these conditions exist in the school, then improve them in academic performance and higher scores on standardized tests is a natural outcome. For the past four years the standardized state test scores at Pioneer High School have improved significantly for the last three years. And may I say finally that as a principal that's concerned about young people and kids and the future of our country, I'm delighted to see you and the secretary and your staff focus national attention on education in this country. Thank you. Mr. President to the principals left is Ralph Figueroa. He was the high school commencement auditorium or not here Mr. Eichholz. He's from California High School. He's from California High School. Well, they need to speak for themselves. We'd like to give you we're running short as I look at the time and the president's calendar. We'd like to ask you Ralph if you have any comments this is probably an unprecedented opportunity for you to tell the president of the United States something about education. Thank you Mr. Secretary and thank you Mr. President for this great opportunity. I feel very privileged to be here. I would like to say that what Mr. Eichholz said earlier about the success here at Pioneer High School is something that should be known across the country at schools everywhere. He talked about pride and about the loving carrying positive school climate that is the job that Mr. Eichholz does here at Pioneer High School. He takes the time to go out and meet them face to face. They know who he is. He's a real person to them and that's the real secret behind the success here at Pioneer High School that the administrators despite the many problems that they have simply keeping the school running take the time to do things differently to do more than the usual to go out of their way to do a little bit extra for the students. That's what we need across the country and that's the great thing that Mr. Eichholz said. We need to see more happening everywhere around the country. Thank you. I know Mr. President that you need to leave. I should just tell you and the rest of the audience here that in addition to this flag and this award we have 143 more to make nationwide. I suppose Mr. President they'll all be expecting you to be present for those awards. I don't even know if I'm going to say that but we will have a press conference at noon today and we'll announce the other 143 winners located in 43 states across the nation that will also receive a flag and a plaque like this. Thank you so much Mr. President for your interest in boosting education. Could I could I please just for one second could I just give a little sum up here of my own and you've been so gracious about my being here I just want to tell you and if it includes those other 143 it's a lot more fun than I have most of the time in one. No I'm very proud to be here and my good friend Jaime Escalante I'm very proud and happy of that signature and what you've done what you've accomplished here. I agree with the things that you said and what you said about extracurricular activities they were very near and dear to my heart also and I agree there is a great deal of learning in all of those things. I have a nostalgic feeling right now and I'm going to just tell something for the benefit of the students here of that and a little confessional I have a warm spot for principals. I was in the principal's office once in Dixon High School and he was a remarkable friend who remained until his death a short time ago in Dixon we were kept close contact and all but I wasn't in there just to pass the time of day and at one point in what was going on he said to me you know I don't care what you think of me now he said I'm only interested in what you will think of me 15 years from now and it goes with that thing that you just said about the loving care and the feeling and the part of students that those that are teaching them have their interest at heart because I didn't have to wait 15 years for him to find out what I then thought of him and what he had meant to me the thing here and the recommendation of the commission about required courses and this again to the students I know it's very easy to think that what you want and what looks like fun in studying is is fine but none of us ever entered high school with really the knowledge of where we were truly going what we wanted because we didn't have enough experiences to make those choices and it's in the compulsory courses that you find out I found out for example that I had to fight like crazy to just stay eligible for football in the science classes but I also saw school mates of mine that suddenly just found themselves and couldn't wait till the last bell rang to row back up to the lab and on their own do additional things in those courses and today that's the feel that they find themselves in by the same token I fell in love with English and so did rather well in that but in those days who would have discovered that if we had not had what the commission recommends that you had to take English you had to take math you had to take some science and this was what gave us our chance to find ourselves and become educated in that way and the thing again was and here really the nostalgia runs warm and deep and that is that yes there was a great security you might have gotten irritated sometimes as a student at them and you might have been mad about a grade you got or something else but you went to school with the knowledge or the belief in your own heart that those people were dedicated to your welfare and it was almost the same atmosphere as with parents you to succeed and do well and too many of our schools in the country and that's what's caused the commission have gone into a time in which students are passed on from one grade to the next simply because they came to the end of the year and the other day I had the experience of calling a young man in Chicago Illinois a basketball star in one of our universities my mother taught me that everything always happens for a reason and for the best in his case it was a shattering injury to his knee which certainly was not going to help his basketball career but in this day and age he had gone through junior high as a star in senior high as a star was playing varsity basketball at one of our universities and because of the bad knee he had begun to realize no one had been educating him play basketball and he went to Chicago to that wonderful teacher who was attracted such national attention Marva Collins to sit down with fourth grade students and learn to read and write how in the world I can't believe in my day that anyone could have ever been passed through and on and be in a university and he had even learned that in that university the courses they'd given him like the history of baseball but they hadn't told him that if he completed all those courses he could not get a diploma which was what he honestly wanted and he told me on the phone that he would be forever indebted and he said the children he said yes it was embarrassing six foot nine inch fourth grader but he said they were very kind and they were wonderful to him and helped him in every way to go back to college to get a diploma not play basketball it's not going back to the same college another one but this I'm so encouraged and the only reason to so you'll know that I'm leaving here is because I have a date and I don't want to keep them waiting with one of their summer classes in remedial reading and I want to go out and join them they probably invited me because they've heard some of my speeches thank you very much