PUT FACTS ON THE TABLE ABOUT SCHOOLING 'REFORM' 

Wednesday, April 28, 1993 

By Robert Holland 

Joseph A. Spagnolo, Jr., Ed. D.

Superintendent of Public Instruction

P. O Box 6-Q

Richmond, Va., 23216-2060 

Dear Joe, 

Thank you for writing an Op/Ed piece last Wednesday criticizing criticisms of Outcome-Based Education, the concept that is supposed to revolutionize school curricula here and nationwide.  The people will benefit from a much more extensive debate of OBE, or World Class Education, than has yet appeared in the public prints. 

I confess, however, that your logic sometimes stumped me.  You suggested it is wrong to draw conclusions about that OBE centerpiece -- the Common Core of Learning -- on the basis only of publicly distributed drafts. "How does anyone conclude anything, good or bad, about a project 'under construction'?" you asked. 

Joe, that's like arguing no one should evaluate a bill as it goes through a protracted amendment process down at the General Assembly -- that nothing pro or con should be said until it has become law or the Governor is on the verge of signing it.  And if a gag rule applies, why not to you, State Board of Education President James Jones, and Secretary of Education James Dyke as well?  After all, you three began touting this program long before the first revision was made in the first CCL draft last winter. 

WHAT WAS most intriguing, though, was your comment about "factual inaccuracies" in anti-OBE commentary.  Because you cited no examples of factual glitches, I suspect you really are talking about incorrectness of the political kind. 

But never mind.  I hope we at least agree that it is important to get out to the public all the facts about this huge shift in the focus of education.  To my way of thinking, it is folly to mix widely divergent abilities in one classroom, let's say, or to replace Carnegie units in well-defined subjects --math, English, and the like --with slippery, affective outcomes like being a "supportive person."  but that's just my opinion. 

IN THE INTEREST of the facts, and nothing but, I am submitting the following request under Section 2.1-342 of the State Code, namely the Freedom of Information Act (A formal request has been sent to your office.)  Sought in particular are all documents, working papers, and correspondence related to... 

*Preliminary cost estimates for implementing World-Class Education statewide.  This would include one-time start-up expenses as well as projected costs over a phase-in period. 

(You took exception to use of the Virginia Taxpayers Association's rough estimate of a $500 million price tag based on a Pennsylvania study.  That figure was used, as you must know, only by way of inquiring as to the actual cost impact in Virginia.  Would it be less here?  More? Beyond saying there would be "associated costs," you never gave a figure, not even a hint. 

*A listing of compensation paid to all consultants -- or obligated to be paid -- in developing the proposed Common Core of Learning. 

For instance, William Spady, head of the High Success Network in Colorado and a prime OBE guru, is listed as a consultant to the Virginia CCL team -- as are several other worthies.  Were they paid?  How much?  And how much have local consultants been paid? 

*An accounting of all personnel costs already incurred, or projected, for implementation of OBE/World Class Education.  This should include costs or retraining teachers, administrators, and new hires within the department. 

(ITEM:  Superintendents' Memo No. 263 of last December 18 asked for each school division to recruit teachers to serve on work groups to develop standards for 38 student outcomes ("appreciating diversity," and all that good stuff).  Teachers were to be paid $150 per day for each non-contract day up to 15 days.) 

(ITEM:  Using a World-Class Education logo, DOE recently advertised for an Education Lead specialist for Pre & Early Adolescence, salary range $43,854 to $66958.) 

*PRELIMINARY cost estimates for adopting so-called "performance-based testing," which would make assessment of pupil work more subjective by introducing such measures as work portfolios -- personal journals and the like. 

(According to a November 4 Education Week story, researchers "have stressed that performance-based assessments will cost considerably more than conventional tests but have not proven themselves better methods of measuring student performance."  Joe, doesn't this amount to an expensive way to allow schools to duck accountability for low scores on standardized tests?) 

*A list of any outside grants (from federal, foundation, or other sources) for World Class Education, along with any applicable mandates. 

*Projected or estimated costs of mandatory enrollment of all 4-year olds in the state, a move that is part of the World Class design.

*A copy of all research that formed the basis for your statement that "every dollar spent in quality early childhood programs results in saving $5 to $6 in reduced social welfare and prison costs."

Cost is not the only issue.  OBE raises many concerns, including its potential for indoctrination and its deleterious effect on academic rigor and on opportunity for gifted children.  But cost is a fundamental consideration.  By all means, let's get some facts on the table. 

                                                Best wishes,

                                                Bob Holland