Testimony to
Joint Committee to Develop a Master Plan for Education
Kindergarten through University

Final Report of the Working Group on Student Learning

March 7, 2002

I am Harriet Borson representing California State PTA. It has been my pleasure to serve on this working group for the past year and to participate as the group under the excellent leadership of the co-chairmen developed the understanding and consensus that has produced this report. The California State PTA is pleased to accept the report of the Student Learning Working Group and intends to promote this document to our statewide membership. 

The emphasis on equal opportunity for access to education for all children is the focus throughout the report. This is in agreement with the California State PTA's overall goal. We particularly endorse the opportunities to educate parents about college requirements and financial aid so they are aware of the possibilities for their students to attend college. We want parents to receive "college going accountability reports" to document their students' progress toward college. (Recommendation 6.4)

Stated and restated throughout the document is the fact that interventions must not be the type traditionally used in current remedial programs. CSPTA has always opposed retention as a solution. PTA believes there is a need for constant diagnostic assessment to support learning and the diverse learning styles and the needs of all students. We do not believe in remediating failure and strongly support the concept that keeping up, not catching up is the key to student success. To implement this approach will require thinking "outside the box." (Recommendation 6.2)

Assessment is one of PTA's major education issues. Both in California and at the National PTA efforts have been expended to study effective assessment tools. Outside experts have conducted workshops and helped parents to understand the multiple measures that are required in order to understand the curriculum teaches and what students have learned. The assessment recommendations presented in this report could come directly from PTA position statements. Multiple assessments are the core of the policy and high stakes assessment is questioned. Basing a student's annual progress on one test each year is not fair to the student.

California State PTA has no explicit criticism of any part of this report. We are anxious that there be extensive discussion statewide. We no that certain recommendations could be controversial and will need to be thoroughly aired in order for understanding to take place. We plan to participate in the grass roots efforts to create this Master plan. We know this Master Plan will meet the needs of all children and that is a fundamental PTA belief.