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Producing High-Quality Graduates
Pages 29-34

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From page 29...
... In many schools, that is true. However, from the employers' perspective, the fact is that too many graduates leave high school without an adequate command of these competencies -- an assertion that has been amply documented by the numerous reports on American education issued in the past two years.1 If these core competencies already are the central objectives of many high school curricula, then something is slipping through the educational process.
From page 30...
... Employers Employers, large and small, can play several roles. First, and perhaps most important, they can make a continuing effort to convince teachers and school administrators that the standards and expectations of private and public employers are reasonable, necessary, attainable, and, in fact, essential to the health of the national economy and the financial security and living standards of every citizen.
From page 31...
... For example, the California Roundtable, an organization of the chief executive officers of 88 major corporations in the state, has made education a priority issue and has been extremely vigorous both in its analysis of existing problems and in its programs for improving community involvement in the school system.2 A similar activity by the Washington State Roundtable is also taking place. The educational community has moved to strengthen its communications with business.
From page 32...
... In all instances, board members ought to insist that occupational programs meet standards similar to those for college preparatory programs or the core competencies. Schools The panel believes that the basic responsibility of schools is to equip students with the core competencies requisite to lifelong learning.
From page 33...
... State and local governments can be powerful forces in facilitating cooperative efforts within communities. Elected officials at all levels can spark citizen involvement in better education, assess local needs and the financial resources needed, and provide the political support that is necessary to raise the quality of high school graduates.
From page 34...
... It concluded that core competencies are the indispensable elements of such education -- a set of knowledge, skills, attitudes, and habits that will prepare high school graduates to continue learning throughout their lifetimes, to adapt to inexorable changes in the workplace, and, if desired, to further their formal education. References See, for example, the National Science Board Commission on Precollege Education in Mathematics, Science and Technology, Educating Americans for the 21st Century, Washington, D.C.: National Science Foundation, September 1983; Hon.

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