QUALITY EDUCATION

The public schools are under attack today from researchers, from the media, and from part of the general public. One of their criticisms is that the level of educational quality has declined in recent years--that standards are too low and that educators care little about raising them.

The American Federation of Teachers recognizes the need to address these concerns. In the last 20 years American public schools have undergone a profound transformation. They are graduating more students and serving a more diverse population with more diverse programs than ever before. They have emphasized access and equality of educational opportunity for every child, and these are goals we support. We also believe that every child deserves the best educational program available. In our efforts to serve everyone well we must recognize that different children have different needs and that no one is well served if every child is not challenged to perform at his best. We cannot pit quality against quantity or equality against excellence. If this is a direction in which American public education is moving, it must be reversed. To the degree that our critics are right we must answer them.

There are some trends affecting the quality of public education which simply must be recognized. In some places the curriculum has become flabby and the basics are neglected. In others, core studies in history, foreign languages, math, science and social studies have been replaced with lesser, more faddish courses. Grade inflation, social promotion and laxity in homework assignment are not uncommon.

Sometimes, these trends represent an effort to reach students who would not be in school at all were it not for special compromises designed to reach them and in other cases are the result of policies mandated by school districts. But when standards for all drop as a result of these practices, everyone suffers including public edu­cation as an institution, teaching as a profession and students facing a difficult and competitive world.

Teachers cannot take on the quality standards issue alone. They do not set school policy. Many negative de­velopments have come about despite consistent, longtime opposition from teachers for years. But we must assume our share of the change that will be required.

RESOLVED, that the American Federation of Teachers reaffirm that improving public educational quality is of paramount importance to the survival of our democracy; and

RESOLVED, that the American Federation of Teachers respond to this problem by encouraging:

• that every child receive a sound foundation in the basics of reading, writing and arithmetic;

• guarantees that school curricula include solid courses in English, science, math, history, foreign languages and social studies and that qualified students be encouraged to take them;

• that problem-solving techniques be emphasized in order to develop the student's capacity to think and reason;

• that schools offer programs in fine and practical arts for all students to insure a balanced and well-rounded education;

• that teachers assign sufficient homework so that students develop academic self-discipline and are able to progress at a reasonable pace and to reasonable levels of achievement;

• that special programs be designed for students with special skills or talents;

• the use of both standardized norm-referenced and criterion-referenced tests so that school, district and individual student performance can be discovered and, where necessary, improved;

• realistic grading and other forms of recognizing achievement. No child should be told he has done well when he has not. Those who have excelled should be rewarded.