HML Notes

The Horace Mann League has two displays that can be shipped to school districts and organizations on a loan basis. The large display is 8’ high x 10’ wide. The small display is 4’ high and 6’ wide. See scheduling information the HML website: www.hmleague.org

Jerry Sellentin Julie Underwood, Colleen Wilcox, Doug Otto and Marcilene Dutton (Art Stellar)

Dr. Sobol is the former NY State Commissioner of Education and Professor at Teachers College, Columbia.

What if we applied the guidelines of public education accountability to golf? Like school, golf has many of the same attributes like, the thrill of improving, the friendships along with the ups and downs of competing in games. Let’s suppose the accountability standards used in public education were legislated for golf.

The policy makers for golf accountability believe that in order to improve the nation’s golf scores, there needs to better methods of golf accountability and methods of instruction. Even after all of the new technology, new equipment, and improved instructional practices, the nation’s average golf scores were not improving. One policy maker stated,

“We can not continue to spend money on our nation’s courses and golfers unless we see some drastic improvement. Simply put, our golfers are no longer ranked internationally as before. Our nation’s golfers are at risk.”

Following is what I speculate would happen to the game of golf if “Leave No Golfer Behind” (LNGB) accountability was imposed.

The first major change would be to establish a modest standard that all golfers need to meet to become a “real” golfer, for example, would be a score of 90 or lower (In golf, the lower the score the better.). There would be one “round” day each year where all golfers would be expected to score 90 or lower to be considered a “real” golfer.

Second, with the expectation that all golfers basically have the same potential ability, physical make-up and basic aptitude, the handicapping system would be eliminated. There is the expectation that no matter where the “less able” golfer played or the equipment used – from the country club course to the urban, par three theme-parks - all needed to be considered the same on the “round” day.

Third, on the “round” day, all golfers would submit their scores to be analyzed and reviewed by the Golf Standards Commission. The Commission would the send the course average score so the citizens would be able to compare their golf course score with other courses in other cities.

Fourth, each pro would have his or her groups’ average score for review. The pro’s own evaluation, and in some cases promotion to “head pro,” would be based on the success of his or her group of golfers. If the average of all the golfers at the course did not reach the 90 level, the golf course was considered a “failing” golf club.

Fifth, after an analysis of the results, the pros for the failing golfers would be expected to hold extra golf clinics on driving, chipping, putting and distribute books and DVDs on how to improve at golf. Likely, there would be the unspoken implication that if only the less able golfer would try harder, keep the head down and the right elbow in, golf scores would improve. If only the “less able” would be more serious and “try harder” at playing golf. The less able golfers soon realize that some of the other golfers in their group were naturally good while others had little if any chance of reaching 90 by the time the next “round” or in their lifetime. The more able golfers and the pros realize this difference in ability too and even encourage some of the “less able” to transfer to another golf courses or even find another game – maybe gardening or boating. By eliminating the “less able” at their course, then average golf scores at course would improve.

However, behind the scenes, most of the “good” pros at the failing clubs were updating their resume in hopes of finding a “better” golf club. Another unanticipated outcome was a new level of creative score keeping at golf with terms as “sharpen the pencil” and “I had four strokes,” (when it was really a six or seven stroke hole). (Modified Campbell’s Law: The more important the score takes on, the more likely it, and the people who depend on it, will become corrupted. For example, Enron, elections, and Houston schools)

Sixth, some of the “less able” golfers started questioning why other golfers appeared to have better equipment and better instructors. These “less able” felt it was unfair and became disouraged.

Another unintended consequence of the NGLB accountability standard was that golfers, who once enjoyed the friendly competition, quit because they felt that without a golfing handicapping system, it was impossible to compete in the weekly events. What was once an enjoyment now turned into a frustrating and hopeless experience?

The Golfing Standards Commission held hearings to find out why golfers were having difficulty becoming a “golfer.” Despite the comments from golfers that there were differences in ability, equipment, course and equipment, the Standards Board insisted that all golfers must score 90 or lower, even if they grew up in a community that didn’t have a golf course.

After four years of “golfing accountability standards,” a number of golf courses had to close because of a declining membership, even in large cities where there were crowded conditions. The “less able” golfers said they simply got discouraged with the game, that golfing was now unfair and a sense of not being welcomed at the course. It seemed that the game no longer had a sense of fairness, especially since the handicapping system was eliminated. Most of the more able golfers moved to better golf courses or joined “private” golf courses. (Interestingly, private golf clubs didn’t have to deal with NGLB regulations nor had to publish their golf scores in the local media.)

After five years, the Golfing Standards Commission issued a statement claiming that there was finally a significant improvement in golf scores and declared the NGLB golfing accountability policy a success. The Commission issued the following statement:

By having the round day and imposing golfing accountability, the annual cycle of poor golf scores is finally being reversed. By emphasizing golfer accountability, we have turned the corner. The golfers of our nation can be proud of their accomplishments. We are ranking higher that ever before when we compare our golfer scores to other golfers from around the world.

During the Commission’s hearings, there was a statement made that NOT ONE decisions about NGLB accountability was based on valid and reliable research about golf or the improvement of golfers. One of the former golfers testified that it was ironic that the one game that teaches honest, integrity, courtesy and restraint as well and planning and risk taking, now only measures the number of swings.

Comment: The Golf Standards Commission is made up of qualified “golfers” who enjoy the racing their sailboats on weekends under the “Performance Handicapping Racing Fleet (PHRF) regulations.

School vouchers run counter to American tradition

It is nothing new for the public education system to be under scrutiny. The public school system takes the largest share of the California state budget. And it’s an institution that plays a profound role in the future of our children.

So it’s entirely fitting that our schools be subject to constant examination and deliberation over how to make them better. But today, as perhaps never before, our public schools are being subjected to undermining forces. Lawmakers currently are in the process of reauthorizing the federal No Child Left Behind Act. Under the guise of reform, some want to make school vouchers a part of the reauthorized act.

As the president of the Horace Mann League of America, I am more conscious than ever of efforts to blur the lines of separation in our schools between church and state. I worry that these efforts will adversely affect not only the public schools, but also the democratic sensibilities on which our nation was built.

This is what’s afoot:

§ Earlier this year, President Bush announced a plan to give students at certain struggling schools vouchers worth about $4,000 each to attend private schools.

§ In March, a bill mirroring Bush’s plan was introduced by U.S. Rep. Howard P. “Buck” McKeon, R-Santa Clarita. McKeon is the top Republican on the House Education and Labor Committee.

§ Earlier this month, Republican pres-idential candidate Rudolph Giuliani expressed his support for school vouchers.

§ Meanwhile, proposals for state voucher programs have been springing up across the country, from New Jersey to Arizona. Georgia’s governor just signed a voucher bill into law; on Nov. 6, Utah will hold a referendum on a wide-ranging voucher program.

These trends run counter to the spirit of public education in the United States.

The Horace Mann League is dedicated to the ideas of the 19th-century educator known as “the father of American education.” Mann viewed access to good public schools as the birthright of all American children, no matter what their social status. He also gained renown – and not a little resentment – as a strong advocate of non-sectarian education.

Public schools, Mann believed, should help prepare America’s students for lives of civic responsibility and financial opportunity. He was instrumental in the creation of a national school system egalitarian in design, and democratic in scope.

It’s true that the history of our public schools has seen its share of disappointments. At certain times, in certain places, the system undeniably failed the students. But on the whole, Horace Mann’s model has served us well. Some of the greatest careers our nation has seen – in politics, business, the arts, and yes, religion – have arisen out of our public schools.

My objection to the notion of vouchers is twofold. First, to channel taxpayers’ money to private, religious schools – of any denomination – is contrary to our fundamental belief in the separation of church and state. Second, especially under a school system like California’s, where a school’s funding is based on attendance, diverting students into private schools would drain precious dollars away from public schools.

If, like me, you are troubled by problems that exist in our public schools, it is natural to search for solutions. I contend that the solution for schools that are not adequately serving students is to try to improve them, not abandon them.

It was almost 160 years ago that Mann made this statement: “Education, beyond all other devices of human origin, is the great equalizer of the conditions of men.”

If I may take the liberty of using our 21st-century sensibilities to tweak the word “men” and make it “all people” instead, Mann’s pronouncement is as pertinent today as it ever was.

The key phrase here is that education is “the great equalizer.” The Horace Mann League subscribes to the notion that a public school can and should be able to take any child, from any corner of this incredibly diverse country, and equip him or her with the tools necessary to become an active, thriving member of society.

Public education is the great equalizer. Movements toward its privatization will inevitably fracture, and ultimately break apart, the great American ideal of equalization through a public education.

Colleen Wilcox, Ph.D., is Santa Clara County superintendent of schools. She wrote this article for the Mercury News.

Horace Mann League Annual Meeting and Luncheon

The 86^th Annual Meeting and Luncheon of the Horace Mann League will be held on Saturday, February 16, 2008, in Tampa, FL. The meeting will be held at the Tampa Marriott Waterside Hotel and Marina.

Horace Mann Board Meeting – San Jose

The following actions were taken at the June 25-26, 2007, HML Board meeting in San Jose.

· Approved continuing the collaborative luncheon with the Suburb School Superintendents Association

· Reviewed progress and strategies for the publication of the book “The State’s Responsibility for Public Education.”

· Developed guidelines and strategies for contributions from corporate partners.

· Review usage of the Horace Mann displays.

· Approved the theme and layout for the third Horace Mann print.

· Reviewed strategies for increasing the League’s involvement in major litigation related to public education.

· Approved the formation of a “Legal Committee” to monitor emerging cases.

· Nominated officers and directors for election at the HML Annual Meeting.

· Selected recipients for Horace Mann League awards.

· Approved strategies for the national membership drive.

Horace Mann League Website

Main features of the Horace Mann League web site:

Mission and Purpose of the League
About Horace Mann w/Quotes
Legal Issues
Officers/Directors & Vitas
Minutes and Agendas
Publications & Newsletters
Past Presidents
Membership Application
Display Information & Schedule

http://www.hmleague.org

Horace Mann League Foundation

The HML Foundation is a fund dedicated to non-operating League activities such as scholarships, grants, and special projects. The HML Foundation provides an opportunity for members to make a contribution on behalf of a colleague’s passing who has served as an inspiration, mentor or friend in the profession of school leadership.

The Horace Mann League Foundation

___ I am making a general contribution.

___ I am making a gift in HONOR of

______________________________

___ I am making a gift in MEMORY of

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Name and Address of donor:

Name: _________________________

Address: _______________________

City/State/ZIP: __________________

Note: If you would like the person/family notified of this gift, please include full name and address. Thank you.

Contributions may be sent to:

The Horace Mann League of the USA

President: Colleen Wilcox, Superintendent, Santa Clara Co. Supt. of Schools, San Jose, CA

President-elect: Fred Hartmeister, Associate Dean, Graduate School, Texas Tech. U., Lubbock, TX

Vice President: Steve Rasmussen, Supt. of Schools, Issaquah School District, Issaquah, WA

Past President: Walt Warfield, (Emeritus) Exec. Dir., Illinois Assoc. of School Adm., Springfield, IL

Richard Christie Director of CareerVision Academies, Iowa Western Community College, IA

Barry Lynn Exec. Dir. Americans United for Separation of Church & State, Washington, DC

Julie Underwood Dean, College of Education, University of Wisconsin, Madison, WI

Professor Emeritus of Educational Administration, University of Nebraska at Omaha

(back) Spike Jorgensen, Jerry Sellentin, Walt Warfield, John Monahan, Colleen Wilcox, Julie Underwood, James Anderson, Gary Marx and Joe Hairston.

Scheduling the Horace Mann Display

HML Officers and Directors