a wl 2 a v iu 3 scwoot‘MAN EDUCATION AND SOCIETY g THE YEAR 2000 : ‘A Report of he 1974 Institute for Chief State School Officers Sponsoted by the United States Office of Edveation itinerant a non ronson OY Cooperation wh te of Education, US. Deprtment of Heath, duction onc of Cha Sate Schoo! Offers $v Welle: ConrartosundcraKing uch projects ner era ae sorerimee sponsorhip ar encouraged ts express feel ther : Edited by roessional judgment, Ponts of view or opinion stated bein o> Grant Venn, Insitute Director fot therefore necessarily represent offal Ofte of deat Calaway Professor of Eveation gestion or oly. ‘Georia Sate Unversity The availabilty of tis repor is Umited. A snale copy ited. A single copy may be ‘abtained fire om request 10 the U.S, Office of Education, Washington. D.C. 20202, as long as the suppl lasts.ACKNOWLEDGEMENTS. ‘This epot was made posible under grants foo he United Stes Otice of Flaton tothe Georgia State Department of Education and co Georg State Unversity Special hans and appreciation are eto Dr Jack. Ni, superintendent of Schots forthe Sat of Georgia, Martin W-Fssex, Sse Superintendent of Sols his nd Present of tbe Counc of Chet State Sha [As Dietor ofthe 1978 tsi 1 wish 18 eapess ational {hanks to Br: Bryon Hansard, Executive Secretary ofthe Coun Dr Duane Mathis. Exeuive Depry Commissioner of Edu Eaton, and fo James Gibbs. Wil Carter, and Elm Here Commisoner Bl, nd Deputy Commissioner Rober Wheser. May Texpress my double sppresaion a Geora Sate Unive sity and Deun Roy M. Hall and to Joh Evans and Naney Br ance of my staf who had to do much more Seca of my Snes during the insu Grant Venn 1974 Institute Dicector CONTENTS INTRODUCTION “Gramt Veon ‘THE ROLE OF THE FUTURE IN EDUCATION ‘Avia Totter MANPOWER AND HUMAN RESOURCE NEEDS Willard Wirz ‘THE INTERNATIONAL SITUATION — THE ROLE (OF EDUCATION oe Frederick Champion Ward ECONOMIC PATTERNS — DOLLARS FOR EDUCATION «22000... ow ‘allan’. Campbell ‘THE SHAPE OF DEMOCRACY: THE CITIZEN ROLE Forbes Bottomly ‘THE'PUBLIC AND PRIVATE L(FE OF THE INDIVIDUAL: EDUCATIONAL IMPLICATIONS . Harold Shane ENERGY, NATURAL RESOURCES AND GROWTH: EDUCATIONAL IMPLICATIONS. (Charles J, Ryan MAN, EDUCATION AND SOCIETY SUMMARY CONCLUSIONS: ‘Graat Venn PARTICIPANTS ...... . 2 ” o a us m1 eeINTRODUCTION : Grant Venn, Institute Dizector ‘George State University ‘The Fith Annual Chief State Schoo! Officers Insitute wos ‘designed o provide the Executive Heads ofthe 50 sates and the temiores ofthis ation with a chance to spend some time 10 ‘ether, fee from the tally impingement ofan administrative ad Sperationl job 0 study major Ssues in American education. A reurion of varous ways that sate Gepartments of edvcation might give leadership (othe resolution of these sues, to share Succesiul experiences relating to these problems and o exchane points of view ofthe isues among themselves and outstanding Students, was the Second purpose ofthe istitte ‘Seven days of tensive study and discussion with the top lead= ershipof the U.S. Office of Education andthe specialists invited Speak othe Chiefs reached an apparent consensus regarding he ‘ssucs that are facing Man Education and Society: The Year 200. “Ths Institue report contains the major addresses presented by speakers and ah editorial interpretation ofthe speeches and is- ‘ssions that followed each presentation, “The seven topes chosen for study bythe Executive Committee he Council of Chief State School Officers the U.S, Off of dyeation sd the Institute Digector fell under the broad concept of the future” and specially Man Education and Society: The Year 2000, The issues selec were a follows 1. The Role ofthe Future a Education ‘Alvin Tor 2 Education and Human Resousce Development Wilard Wirt 3. The Inernational Situation — The Role of Education Frederick Champion Ward 4, Economic Patterns — Public Dollar Availability Allan K: Campbell 5. The Shape of Democracy: The Citizen Role Forbes Bottomly (6. The Public and Private Life of the Individual Harold Shane ° 7 nergy, Natural Resources and Growth ‘Charles 3 Ryan pechis epoduced as writen excentinthecaes where mosinca pape uansubmnedsowhicvest review ofthe tapes Sith sper nie dcsson lowed proved wha # reo rman of te dacssnons fallowing cach toni wld bs impose since no consensus regarding solutions 01D Sates were mended desired, nor posse. “ae fog eda comment made based on ao ate toute the elatonshipr among man education amd soil) {mine fore Rater than am nda ase analysis the oe “erence aptsanddscsson ar rovght opeterin the “nthe lateness Bf thi report not rationalized, but i i cipiuned nde tothe less ofthe detoroeuring ‘Stine nstise and continuing for several months fe Stontemperence teaches wel The tion Te ence my health snow beter. ply the tine" DR. GRANT VENN Dr. Grant Venn, Callaway Professor of Education at Georgia Sate University, servedas Diector ofthe CSSO Institute in 1973 and in 1974 He is a native of the sate of Washington where he received his degrees at Washington State University. He has served as ‘Superintendent of Schools inthe states of Washington, New York land West Virginia. In addition, te hasbeen President of Western ‘State College in Colorado, Executive Director ofthe AASA Na tional Academy for School Executives and was U.S. Associate ‘Commissioner of Education for nearly five years fom 1966 10 1971 He has weitten in he felis of Vocational Eduction, Administ ration and Career Education. His two best known efforts are Man, Education and Work, 1963 and Man, Education and Mam (Corps in 1962-83. MAN EDUCATION AND SOCIETY THE YEAR 2000 Grant Venn Caterny Prete Eduction ‘oor Ste Unversity SUMMARY Man Béucation and Society: The Year 2000 was selected as thetonc ofthe 1974 shat ecase of the pea concern for The Bae: A the ine the ear ses ts erty every person Tat ‘rb governing our society nthe yen 200 wil have ben born call te you vl be in school or abou to enter. Trove who ive to make the dechtons are here — ter cduesion i 01 Iypuhutzl propostion = hey re preset on this ath sal wry te that never before hs any sacety fund set in he poiion where every ctzen mua be educted =n or preset echnical wr, one cannougain unless ove hava Eise‘edvcaion sv well av specie sllenetded is tchncal teen ‘We have reached a point where society citer educates every one or suppers them "Technol change bus, sidenly and dramatically, thrown up a chalegs fo Ot anon's pole econom seal, and ‘Zucaionnttnions fit eto be slved, tis pogo demand tmossveeaonse on he partof American edcation.Technolony tevin eect cred sou eats betwen nen, sels tom and hs scky-Sucha catonsip tas hel forse persons inthe pastechnology ns paced inthe poston where peraps iow hole fr al nen thoughout he wor “Pio words decribe the mtn wih or tas oc jons wee desioned. stably and corey. The desi ihe hue andthe schol ware seed i ‘encompassing conditions OTH In effec, the basic se fons which ung for re, were designed a “mainlainers”ofsodel) — thats, 10 teach our young the "Tight Things they would need for ihe future since i was exsen ent The ale overridg condition, ‘men 10 reach constant formar” terms of material pods Such as food, shelicr and warm. The man who could gain the tmost "things" was considered mos suceessfall ‘Suddenly, the conditions af the environment have become ‘change and "abundance" inthisnation. The ome the chu andthe schoo! cannot be fective mainaines since te utre The’ prodiction of “more” may be our ussae “reaest stk the ong hel values of moe is beter" "you ‘mcceed yu ty han enough mest many ofthe fone hell answers done ae: he problem we ac cannot solved alone cher as individ. aisor asamp ates or nao RRR ra and wha ia a what 1s “wrong”? i ibecomes obvious all hgh” anowes of he dono the Tae our present lak oF ay Bg ma ding Ur nto dvston tet may Jove fata “he sven topcs presented an cused during this 1974 {6850 nate were an stem ae some othe ght gue fons ot he rt anaes “The elitr in preparing the Mal report ofthe Insite tried several anoacher fia seevon an assis and evi the total mata a's singe pucage, As on Iter tothe speeches ad dicuson, here were overding scr nd gh tos tat came through the nda! topes, These Spoke the auton of whats tel of dean aad Sn “Some afte Spec changes un aed soon We ae fe ive oom achance' fn the ans hey ned ~The esene ofthe nate een to be tha ein consistent questions rose tothe surface an Certain consistent approaches ‘tre ecommended anew apponches wih ite tsrance hat {hey would deliver puuaiced ets “he charest veal apposehofing eter ways seemed 10 be'n now rol forthe ste depen ot clscaton, [ANEW ROLE FOR STATE.DEPARTMENTS OF EDUCATION [No one during the Tnstiuie suggested that state education partments could find the answer and give them to others (0 ‘arr out, but it was equally clear that no one felt shat state ‘epartnents of education coldplay the passive role of Simple” Soper and administration of cOabliied Sucatond “wo NToRANtOn “Effom the quesion OT Tinances tothe Question of values that should be taught in the schools, the consensus was that leader= Ship and priority changing by sate departments was the most important sep to be ken. ‘fier all the questions had been asked and al the dialogue ended, it appeared thatthe most difficult matter Would be ne of {instituting new approaches Wr education; even W evidence were “WVATADE To forsee which of the new dfections were correct, “The long held concept of local contro of education at the individual school district level and the general belief that the federal government would te unable, ether through finances or regulation, to change education, left the members ofthe institute 6 ae with clear ecogition that they wer athe positon to make the eats dierence While the discussions drought ut the need for. research, for higher education change for prtisipation by the community and or grater politcal inclement by political ies — the present Poli economic and soil conto pon larly to ation at The sate level ‘ay be that the action ofthe 6's nd eaty 70 atte federal leyel raised grater expectaos than could te accomplished — the present stustion cerlaily snd clay points fo a new ‘rection forthe states ‘What shoul he sates be doin, where do they begin and how shoul tbe done to develop an education approach hat il meet the needs of heft? “This por will ot answer these questions, but the speeches and discussions di consistently ay Out Some istes that need nsideration and some basic premises that must be looked atin Crory sate of the nation at sate departments of education ‘SSsume the lenershp ole they eannot avoid “The balance of the editors section af hs report will attempt summarize the basi premises that came tough ll presetations dnd isussione and finaly iste some of the conditions that Imus berated inorder fra ew approach to the education of ur young forthe year 200 Base Preiss Emerging from the 1974 CSSO Intute ‘The following premises are not intended as a complete nor inviolate interpretation of the speeches. and discussions ut Fatheran atempt to susmarize the main threads that seemed 10 be in the (otal fabric ofthe Institute. Hopefully, it will serve to ‘encourage the reader 2 carefully read the major speeches Premise One ‘and curriculums have been built on the past experi- ce of soclety asthe bes formulator of educatjon Lord “Toller belie hat the schools bave been a "mainaining institution fora static predictable society was not agreed to bya ‘ut there was agreement th the education forthe future had to oan relnceon Ie past = predior of he Tae Taliional cluster of kivwledge skis, valves, and con cents will ot help our young face the future in thee pivate ie the international situation, their tien ole their work role, nor inthe area of energy atonal resovrees or growth “The continued expansion pater ofthe present technological sociciy, based on past needs and valles, as itis; eanoot per petuate set forever Tasty in terms of designing schoots and curriculums, nether 17 astscnchr of se departs of siucaton canst svat ‘Sato pas by reviewing what Ba ben, Premise Two The fre lb prlsicand changing tomorow wilnot bee. How ten do we know wht o each ou young nd ow oe ebeate our ada The answer, here on is ques, ‘Swumes'a noweble fue i appears be ae a he be sinning. An atiempt to find answers with old processes seems fo be unproduus. During the discussions following every topic, there seemed 10 beam afemp to say "you are an expert, tells the answer.” and cach expert sain effect, "we don't know any answer” other than we must teach our young to ook wo the future and continue to earn new ways and new ngs ie “Education cannot be completed daring the childhood and south ofthe individual "The pateras of formal education have been set by economic and cultural peeds of the pas. Facing of education has been Based o when you are yourf you ear, Values, “Thom epls ae presented “nould lat Dever. Without exception, there was agreement that his ‘proach io formal eduction i Unacceptable for today and Toor Premise Four “Knowledge isnot enough ~the use of knowledge and ts effect ‘on the fare mast be understood. 1s valikely that anyone could prescribe what knowledge would be needed in the future, but it seems certain that new knowledge technology. public policy and individual actions must “Consider he effet of fitre conditions ered By the use oat Premive Five ‘The future i more dependent on the values mon holds and the political decisions made than it ion the continued extension of Technology. The cuphoria, created ia our society by the application of knowledge and technology to the of! problems of food, shelter and waemth led us to believe that simply doing more snd ‘what we were already doing. would continue to solve our problems, has tured to a sour depression “Me spend more on edvcation — yet we have massive un. employment Our young donot Ral Gur oI values the way they ue Souls. We have more of what we need: but crine,potaton ‘Ei wetare a increase ‘We have come to walze that we must decide what we value Tee must make some Hand value judgint a5 4 Seley avare of the Tat ha there an ensonment that ae ed fom nor ean ‘Bolate himself from the earth — nor can man Nive aloney Premise Six ‘Energy and resources in the world are finite; increased use of energy cannot be a permanent solution 10 our problem. ‘Our energy shortage, more than anything else, caused us a a ration to realize that we live in a world where we cannot Aisssociate ourselves ffom that world nor the actions of man i that world, Even if the energy problem was solved, the niteness| of air, water, soil and other necessities for life would stil require ‘versil understanding and decisions related to our dependency 00 arts of the Premise Seven ‘Education must help every person develop minimum tool learning skills “The concept isnot new, yet it is now a goal which everyor must achieve if one ito salve the problems he faces individu dnd that man fucee ava whole. While learning the basi oo! skills ‘was desirable inthe pas Because i enhanced one's opportunities io get more, jl now becomes an essential so each person ma ‘Sate way and uy goup dens maybe each tat ‘ia ahve a vibe fre Prom Bg ‘Individuals need more learning about social process with a -rcater emphasis om pariipatin in group decision making. Again eco ce fe wih ec hat may bem sh fre mus be wed ted valk ae anos hy “groups. Many of thee values wil Rave to be enforced by grou ction and will ee The favo alder Tat Har decisions can be implemented. Many of the fuure “problems canot Be solved By naiwntaT decision or action. The “fenyengenron il acat emphasis on inv enc and competin may To TaedE Tearing about cooperation and group achieve ————— ‘Premize Nine “There can be no suck thing ax “value fee" education i ‘As leaning becomes more vied to-the future, personal and solic change "valves" come tothe foreground. It is doubtful ‘hat we shal eve TeTurmt@rTfe COnCepL of Values inthe same way “ 19 AK‘We siwthemin the past, but there con be no doubt that out you ISis Bs monte i terme Sf pore ad Vaues Heya 19 iearneff ee Perhaps there is a need for the clarifieation of new values vw needed To save future problem. Thy may Become clear as we “Begin @elierate search Tor values we wish to teach and 10 sy vide experiences frou robles Values that guide (2 ee ging envionment must be unders Premise Ten Education mst become more an interplay between the learner, ‘the environment, andthe society i would appear that our young have become isolate from the ‘yp’ Zesal woxkat society and from the real decision making “Goctety. Decision making may besone the sibist ofthe learning “process ifthere are peste epeortonities or “actin learning "and rap ang y ace Senn Many pears att fe Sirjouts haat ny end weecone Vein af rom he pede wort sd ing pseu of ad So Promise Even The rap changes to today's society have created need for more frequen ond caler teaching of absractons and santing oFreaty "The aver emahasis on knowledge, information, sod thers die tamodouryouthiobe feed fe fe eng ofei belfy Fearsome Cavionnent ks eal word Mone Fem TOS “ong removed fromthe envroien andere, ome tends to see the “real worl as unreal or tj ie leaeingenrontens of fonmaleduatonss unfsirand unimportant Many TT young re Soolated and urableT0"uycT™ tei conceps and theories i the real world hatte problem of anion from school becomes too grea a Rane —ineflact,the schoolscanna educate alone! wa SK Premise Twelve ‘The immediate future isnot likely to provide a larger share of ‘the public dllarof the GNP fr publc elementary and secondary education “The ring and immediate demands of more public dollars for welfare, health. crime, old age. energy development, and un ‘employment, 0 ist afew. wil make t much more dificult than in the pastoreceive inancing. Insc, education slongheld political strength shows» temporary, not» longterm, derease” A shift from weal and federal dallas to more state aid Seems to be the 0 wk pattern that will continue — again a push toward greater state Teadership and accountabiliy Premise Thineen ‘Many of man’s future problems must be solved om a worldwide basis. ‘While t must be said that the participants of the lastitute under stood thi, there seemed tobe less viable discussions as to how education could tackle this issue effectively. It would appear, however, th failure to educate our your regarding this fact may etn acto a Could ave the greatest elect on our Ture Syme prevnus premises ata tempt to elect and Sa the many eas that were prevented and discussed. In any case, they become the basis for some specific ideas that were brought up ine dncsto sf how edostion might be changed to hel Sth ouroungo bet srk Snr a CONCLUSIONS “Thee things sem to emerge from the totalinstitute that apply t0 cach of the seven Toate issues and the premises which the presentations and discussions brought out Fics “in the United States today, every citizen must lear the basic tool shlsifhe isto function az actizen ina democracy and as on Inulvidual in hs privote, public and work Ife tn Sidon ini tvce Rs the bcos would appear io itd arigsan chiara) ss _ Big for the Tut Second The simple concept of improving what i already being done in education will ot be adequate, it may even be harmful solving resent and future problems ‘Organization, sgucture, role and purpose. methods, conte siiancing.elaionships among shoo nd ste. eadershp, ane mst all be evaluated and changed, The greatest {tanger seems to be that simple improvement rather than basic change might be attempted. Thind “Alspeakers and discussions pointed up the fact tha leadership for such searching analysis and formulation of new dnections anmot come rom 16,000 local school districts nor from a federal 2+ kovdtument concerned with crime, welfare, energy, unemploy- ‘ment, health and other problems that ean only be solved at max ‘onal level ~ leadership must come from the states, individually <<— ‘nd colectvey. "This broad conclusion mus rise the question of whether the states are wing assume sucha tsk an how they ma cooper Beto provide sme new direction. While the failure to take any immediate ction may nosh any obvious default. cenally tre that cation. more cay ari “he following conclusions sem tobe sugested ox aporosches hich might bong about maior chang! ‘one Phe soes collectively should establish speci minimal com pelenbs ta cathe best toolskiloreasandeach tae should ‘mate them the fst pony or undng staing and organ “Tis would ape! the flowing (2 Legiston and pole ich would allow sae expres fortcahing iterate ae in every state ad tery. (ey State poly enact that woul fee sien lagnosiog and geingelpforincompctent staentsby every ceifed ductor earlesof speci (@) New sae scton for or hgh hoo! and colege students 2 intersted adults oe tried and used as torsade fn teacher ofthe evel ssa ayo eng petal feipand asa way of easing the pity. (ay Remar sucuss the eduction of ergy and stent Achievement through incensed sate fans (©) Annual steeper shold be devised to ele the nor ‘Sain acticvca tote fre wh competency cohen Two ‘The states should convene a taskforce to study and report the ways that are Being tied and ways that might be used 10 provide llternaives 19 ern the high sche! diploma. ‘@) A review of al stat legislation and regulation that prevent Teaming or prevent recognition of learning outskde the schoo! shoul! be made and published with suggested ways, toincludesuchlearnng in students attempts for adiplomaor certieate (©) Standatdized test competencies shouldbe developed inthe ‘varlouscoursesinthe secondary schoolsand used asa bass for giving credit toward graduation, (6) Stadents achieving minimal credits ought to be encouraged m2 penn to develop their unique aptitudes and to test these in the ‘community, work force and the school systems. (4) There shoud be a policy devised in each ofthe states that ‘ds the Jong held base of time in place” asthe evaluation Tiree “he rigidity of the present public education pattern as 10 schedule, currulam, taling and financing allows for Vile indi Seaton of iat or development of aleaai erm ingsies.” “theree/ thanter Steet] (a) Financing pattems which fx attendance and schedule pat tems shoul be sued asto new ways o allow local school tistrits to experiment with altemativelearaing apoaches ‘without penalty in Toss of sate ai. (b) Restrictions and regulations which make local school units subject to loss of aia terms of yearly calendar, locaton of ‘lasses, methods of striction and siz of class ought tobe to encourage flexi (e) Regulations aust be developed whi encourage the use of the community, adults, students and other learning sites than the classfoom and teachers. (4) Certification, censing and graduation requirements should be reviewed to see which create rigidities inthe learning (6) Fulltime attendance from grades one through twelve may have become abarier fo learning — what are alterratives? Yone Four ‘Ways mus be found and polices established inthe states which provide opportunites for youth to participate inthe real world os i part of thir eduction : {a) Youth net test and try out their knowledge and sl in {he significa’ sciviis of the elu prior fo competing high schot (b) Esucationa credit shoul be avaiable to stents for ac >) tives related to thee studies in work, yolnter ation, me —cammanty grin, chal vue po ad programs contain othe Betterment ofthe home, School, commonity and sete. (e) Sich activites ought to lake place throughout the calendar ¥ (4) A starting pont for sch contribution ought to be inthe Schools where youth ca help teach younger chien the {ool skis as wellasthe many conten courses where certain children may need special hep mm Oflearming or credit. Dene - Masheny Learnt "G one(©) Recognition and opportunites for youth contributions are fundamental tothe development of worth and dignity inthe ays get and never give detracts from the self Image of tne individual = Five ‘States must begin to develop polices which change the concept ‘andthe myth that al education takes place while one is young. {a} Many states have regulations that Keep youth ia school falhtine and prevent the continuing education of adults. (©) The time taps of leaming for the young. caring for the ‘middle-aged and yearning for the retired must be changed to ‘concept of cont ‘volunteer etizens from becoming sg BBE the edution of you The med 0 dey «eed ei ach sng eta tn on reach th ih sho oe Scone thebeats evra arse anton ‘a)'Since_masinam faring crete spent achicvement Soread among india dens, on extended inal ‘eve and ali ought oe done foreach ten! poe done. lassnng any igh shan aan, 1 shoud eps: lone ee lane 2 avi competencies 5, Overall nowt 4 Expenence nde 5. Weaknesses 6 Spotl apites and inerens 6) Sole suuatiogs ought fo encour te development of inva une ulume rather han mandated couse he competes have een shoved. (©) Onportntis for ering an roiem solving where the Sent seid sccountae ot fo Be erpaied (@) Opportunites ocazoup projects which emphasize plansin ‘coperation, communiy improvement ATEN and lnplementaignsBOUWTE part ofthe leaming experince () Gunter se of ads and stds trom other coun and cultures should be emphasizes. lation, food and ‘ther faut arene grabs gus io be ercourage Bat of rail edocation Seven Is ofvions tha the schools alone cannot educate our youth 124 | State Depanments shout encowage, through poles and ‘cing eof ahr oc te aad oa fat a he na th cha der | Sige nate PET ters nwa he shoo can centers orcas Tos at le the new technolo a conions ‘kh ate up he ea wt Perper | Stor youn ugh ist haminoue the oma schol Si nunges apres rrr:—:CisS hoy os nr Icarus rb pa Cx done ©) Steet fur niets ns sare othe ped inrfr educa, sates should dvsng. esis and uss wnch ue ee acon te Snes i States (oy RetiCtomepatons and pokes often case toa! ‘Sool scm fear tying sch prorams Every se Sion te row hen tenon a Change sone hh yo ses enn fo schools and acer oe sae har ar gan appro abl ht at be TF A sy sold planed around tee “valves” Saketutaneavancectetohgh setts Peat ntesy of Sayrehch wuld sda eau Sis ieroandigs a aosache= | | cone. io pancipate i the he (6) Knowledge and in froma our coon to pour out in expe : nce ingroup decision making asa basis for future okie (a) The use of knowledge without understanding its consequ- our youl “the possible consequences of Nine The immediate future wll ee three groupe that must become ‘more active in our society gomen, minors and reived~ sate ‘departments cf education needto look ct how education should be lliered 10 further educate and to Te Diese ESOUNCES. GS ine tonlsand or soonest at reed pe ns1°" sons could become a major contibutor tothe education of| fur youth — specific planning should be done in each state 438 to how this resource can be used in education, (©) The continued ag inthe elation of minorities ad in their =Waysto each the minorty parents withehildren in school ust be found if the eyele fot to continue (ofthe wee of women in ony selected obs an tial "Gites Ris become too peat a waste of human resoures =a bin tate effort ought to ook at ways eaucalionrsan ‘ar ele Ten Geta te ork» ‘ur Sy pty fos nt hve a thd fr hing ur sours maketh ration te aatond. aa fl ‘Eipdabortanependnce Con education be sen sce ge joy enc eapons fr ping hem Fata pac west ta Weve hoger mney o gto youth throug igh ‘holorcolge and ardyeineto see at ey om te Sone tce where they cam we the knoe als OF (e) We hive the Highest youth anemployment of any sion aye Stich woul are tat crn you up ote ped Som he gp sey ay cote to earn Each te Suh oak the problem ft le of te ‘ekg ty Wb mes ae Hayao co Ore Shin sper ie Bet at yout oe demote bra ofthe halon of youth om he ‘alworl Wools paren oct for eho ep pov youre enn fr shel (o) Wat ie ethck romans” fnstion help keen Ie schol uptodate cms of hangs” ven Panna forheftr asthe ese the insite both forthe Indie to he ductor ach se soa devote om tune name sn re ng” is ange society asi alets education nd the rola the fl ATF aah ol staat ait ode apetona e {ie tothe developiient of acareereuted othe fuute and shi SEIS pub an pralelie.Ovioay, no lan ould bs Ubsole oT should set some goulsandbjetives, 35 well 8s some alternative plans fo the fture (@) The only thing certain to come isthe fture and its form ig Grstant chengng Bus would sey ABTS mE 16 say hatte ats gency tote more ens oaniing ‘ways education SUE ange (0 help the Young prepare for Tat (c) Most research in education bus toked at parts and pieces ‘tr an ea ea tomo nat casio sd SSckt. The CSS0 shoul exablah a longange planing and paicy group to lok settles andthe ons for edoation. AU resent, here ino Such Bay ook ing at hs problem Can the education Chet afford oT obs do al ihe dling of he fue? ‘The summary and conclusions reached by the edor are not those that might be selected by another person, ‘again they grow fom the belt that the sais must ake the leadnlookingat the flue and must rive at some new directions andnew way ie prepare our youth fora dierent set of zondiions forwhatitwas-—ying olay outatrip without knowing where we exe going. ‘What education should be doing is a “value decision” reached by the people who own he schools — doesnt every state depart “ent need lok atthe options and allow for iformed oF studied ‘hotees rather than fearfl reactions to-a chaning fature? nt1974 CHIEF STATE SCHOOL, OFFICERS INSTITUTE July 25—August 2 Jackion Lake Lodge Jackson Hole, Wyoming INSTITUTE CONSULTANT—PARTICIPANTS LEROY BROWN, prior asuming is re (OY Sentooston a isbama’s Sine Supriten cai Sem or schon isi wan the President of nt Jefferson Stat College in Birmingham or sx Years. A native of Cleburne County, Alsha mma, Dr. Brown received his B.S. and LL.D. fom Jacksonville State University (Aluka ta) and his M.S. degree from the Univesity ‘of Alabama Dr. Brow dil graduate work at Princeton University land received his Doctor of Education degree from Columbia Un: ‘versity: Tn addition to many professional experiences, his honors include Alumnus of the Year, Jacksonville State University (1965-46) and recipient of th Freegoms Foundation Award (1968) MARSHALL L. LIND, Alaska’s Commis: sioner of Education, was superintendent of Schools inthe Kodiak Island Borough School istrict prior to. becoming State Commis: sioner in 1971. A native of Wisconsin, Dr Lind received a B.S. degre from the Univer sity of Wisconsin, a Master's of Education Segre from the University of Montanaand a Ph.D. degree from Northwestern University. He has serve nthe public schools asa teacher, principal and superintendent He has been visiting professor at Northwestern University. Commis: sSoner Lind fs member of Phi Delta Kapps, ASA, NEA, and ‘eon fd af eto forthe Aten for lst clevision. the Northwest Regional Education Labofatery andthe ‘Tenler for Northern Educational Resear 129WELDON P. SHOFSTALL is Arizonas State Superintendent of Public nstruction. De Shostll received the B.S. degree st Nowth- east Missouri State Teachers College and the MLA. and Ph.D. degrees at the University of Missouri. tn June. 1970, he was appointed US, Seeetay uf HEW tothe Grant Amis tration Ausiury Commitee for theee ear term, Amongotherprofessonalexperince, he has been Profesor ff Secondary Eaeation, Deas of Students and Professor of Higher Education at Arizona State University: Dean of Adminis rater at Stephens College: ant Superintendent a Schools in Memphis, Missouri, He received the Outstanding Facator Award from the Arizona Commitee for Responsible Education nd hasbeen lise in Who's Who in American Education. ARCHIE W. FORD, Arkansas’ Commiy- sioner of Fait grated fom State Cot ig oF Arkansas an the University kansas. He hs received Bsctor of Law de gree fom usta Baptist Unversity. From Jtementary. high school principal. and superintendent schools he hss ve minirative experince, His profesionl fiations inclu life member in Arkansas Assocation und Ni tional Edeaton Association. the American Association of School Aiminisrators and a past present of CSO. WILSON C. RILES is California's: State Superintendent of Public Instruction. Dr Riles received both his B.A. and MLA. de res rom Arizona State College, He ha re ceived honorary Ductorate of Law degrees from Pepperdine College and Claremont Graduste Schoo! an) honorary Doctor of lumane Letes trom St. Mary's College Unversity of the Pacific nd University of Judaism, all of which ‘ein California His efforts were instrumental inthe pussae, by the California Legislature in 972, of leislation providing more ‘than $300 milion n new fonds foreducation and, at the same tine ‘reating significant eal property 1a flict By increasing te Stale" share of oval chool costs. He implemented a comprehen ‘ive early childhood education rogram. the site's rt Bln Eduction Act «broader localchoice the selection textbooks and more sllecive system of evalvating new education DAVID A. SPEIR was appointed Supetnten dent of Schools on Cetuber 28 1978 by the . JGovernor oF the Canal Zone. Joining the Panama Canal Zone’ Division af Schools in 19S1-he has alo een teacher, counselor sssistantprineipal principal, supervior of insirustion, and assistant superintendent, He ersdusted from the luioe Calege Divison of Georgia Miltury College in 1942 served thice years nthe A Force in World War Hl received his A. from the Collegeof Wil. lig and Mary in 1987, and the MEd, degree from the University of Florida in 1949. He has also sted atthe University of svana and Florida State University, He is married and has two grown ‘hikien, David, 27, und Beth 24, Though orn in Geortas te calle Florida home when te si the United States. ICALVIN M, FRAZIER is Colorado's Com: nisioner sf Edicion, He received his A. # J cprce from College of Puget Sound, his M.A. ; an E4.0. romthe University of Oregon, iis 5 professional career covers teaching in Had sina200 States Assitane Oean ot he Schou of Fducatin at the University of Ore p09, an associate professor at the University of Colorada. A proven education leader, he served a5 4 distit superintendent it Colorado, MARK R. SHEDD, Connestcut’s Commis: sioner of Education. graduated from the Uns verity of Maine and seceived his ED. from Harvard University. A wide background in education includes vnting Profesor of the Gradosce Schoo of Edvation, Harvard Uni versity and Consultant, lstittion fr Social and Policy Studies, Yale University. He has been Superintendent of Schools, in Piadeiphia and Englewown [New Jersey. He has received Honorary Doctor of Law desrees from the University of Maine, Collegeof Wooster and Bates Cok lege, He received a Doctor of Leters degree from Drexel Univer sity. His active memberships include American Association of School Administrators, National Urban Coalition: Phi Delta Kap a. NAACP. and the Harvard Gradiate Schon! of Pacation ‘Alumni Comeci, mKENNETH C. MADDEN, a nitive of Or bsoria, Pennsylvania. is presently Dele wate’s State Superintendent of Schools. Dr Madden received his BS. rom Shippenburg, Pennsylvania, his M.A. from Chapel Hil North Carolina und his Ed.D. rom Univer sity Park, Pennsylvania. His professional se ives inclode membership in NEA. ASA. PhiDeltaKappaand he islisted in Who's Who nAmericon Educ tom, Who's Who in America. and Who's Who in he Est, Other honors include winner ofthe John Hay Fellowship in Humanities and Idea Fellow (1967. In dion to distinguished miliary carer, Dr. Madden fas authored numerous edvcational publics JRALPH D. TURLINGTON, Flori’s Chie State Sehoo! Officer, his 9 solid record of tveriy-cght years of public service. As the Speaker of the House snd the dean” of the Florida legislature, he has 2 proven record as pioneer infinance and education, In educa ion his work has le to expanding Florie's community college system and was instr. ‘mental inthe establishment of anew university in Tampa, Boco Raton, Orlando, and acksoayite le has co-authored a book en Ned The Lexislotr'e Guide wo Scio! Finance JACK p. NIX is presently Georgia's Superin, endent of Schools, Dr: Nix, anatve of White County. Georgia. graduated fromthe Univer. sity of Georgia with master's degree. He holds honorary doctorates from both John Marshall and’ Piedmont Colleges. and Specials in Education degree fom the Uni sesityof Georgia, Dr. Nix, president-elect of the Council of Chief State School Otticers, believes hat the ld of | education, more than any other facet of society, provides the _rcalestopportuitytoserve people. His primary goals tose that ‘very child in Gece receives quality education. Dr. Nix ws ‘one ofthe nation’s stedveatorsto recognize the need and impor lance of providing vocational opportu 19 publi schools dents who deste aining In technical, skilled and related areas, land this end, area vocational echnical schools and comprehen ‘ve high schools have been established throughout Georgi, TIMMY TRICHIRO HIRATA, Hawai's Superintendent has been leader in school administration forovertwenty five years. He i graduatorthe University of Hawa and Cofumbia University. As a community leader, he isactive nthe councilof Peonoric Education the past president, a founder of FB ve Ceneal Honoistn Community Associa {on and numerous other aetvites. His professional ativiies i lide president of the Havail Assocation af Secondary Princ pls, the Hawaii Association of Curriculum Development ad the ‘American Association of School Administrators. He as servedon legislative, finance and other committes for many Years D. F. ENGELKING, daho's Superintendent ot Pabic Instruction, has a oahing anda ninisratve cree mich spans 30 year nd anges fom, teaching in rural woo School 10 ‘Superintendent of Schools at Blackfoot De Engkingstended Greeley Siate Teachers College andthe University of Iisho.Asupporter ofthe Et Sie is Desiging Educagn forthe Eats he as beehive name RESETS ne tho Schot Admins {ttors association, Social and civi interests have need mem Serships inthe Chamber af Commerce, Rotary Club and Lion Club 1972, he received the Freedoms oundatton a Valley Fores ward ea Distngubhed Educator.” He eetved special ‘eenpiionsaded fr ative service and itrent inthe Nato Research and. Development effon in Career Education for Mountain Pins Education and Eomomic Development Pro tram. Hit Honorary degre of Doctor of Education was sar des fy the Unversity of abo, 1994. He is presently serving his fourth ttm as Idaho State Superintendent of Pyle Insevtion. MICHARL J. BAKALIS, Ilinois” Superin: fendent of Publi Instruction, isthe youngest Superintendent inthe State's history and the lastto be chosen by popular vote. Dr. Bakals ccarmed a BS. degree in education and MLA, find doctorate degrees in history from North Wester University. Duringa 12 year teaching career spanning elementary through univer sity levels, he established reputation as a izovator and leader incducation. His achievements at Northern Ilias University led {ohisappoinimentas- Assistant Dean ofthe Collegeof Liberal Arts ve" aand Sciences. Dr. Bakals' concerns as superintendent have in- led efforts frincreased citizen involvement in educational de Cision making. fo upgrading iasraction, and for providing equal ‘access to quality education. Dr. Bakall’ book eniled A Strategy fer Excellence vas published in August, 1974 HAROLD HL. NEGLEY isthe State Superin tendent of Pubbe Instruction fr Indiana. Dr. Negley eared a B.A. degree at DePauw Uni- ‘esity, an M.A, at Buller University and an - Ed.D at Indiana University. The author of BABB number oF scoot pubiatons, he began his reer inte Indianapolis Public Schools. He entered the Irina Sate Department of Pub lic Instruction in 196738 Director of Curriculum (6 mont) ter ‘becoming Director ofthe Ball State Unversity Programs at Gris som Air Fore Base, From 1967 to 1970 be served as Assistant ‘Superintendent for Insiuctonal Serves inthe Department of Public Instruction. De. Negley has also taught courses in social sie and introductory courses in education at Indiana Univers ty. Indiana State University and Buller University. Amember of ‘various professional organizations. he headed the Indiana Com: inittee for Individualized instruction. Dr. Negey co-auhored Search for Freedon a 1970 textbook in U.S. HIS RODERT D. BENTON, Superintendent of Pati nsmctonin twa, ected the BA fod MA depres fom ihe Universi of Norter ow and an Frm Coro Ste Caller. Benton has hed various > csucational positions, among which are teacher, rete of Pbk ffomaton aa Coordinator of Seconary Easton South Dakota, asst sperntendent an superimtendent of choos He has held preston aia in NEA, South Dakota AS Staton of School Adminstrator’ National Shoo! Publ Rel tom Arsoeiton. AASA and Sate Advisory Counc of Voea ‘Sal Edveston Having serve in oars ei caacies in {oc Bt. be Benton wes med Outstanding Yoon Man of the Year in Rap iy C. TAYLOR WHITTIER, Kansas! Commis: sone of Education since 1969, received the BLA., M.A. and Ph.D. degrees from the Un versity of Chicago. De. White's experience includes Executive Director of Central Aan Ue" RegionalEdueational Laboratory, Superintendent of Schools in Pennsylvan 1nd Maryland and Visiting Professor at Stet son University and F-S.U. He is Charman ofthe ESEA Title Ii State Advisory Council af the Distriet of Columbia and past Na ‘onal President and Treasurer ofthe Astciation for Edveational Data Systems. Among his publications are Teachers. Admins ‘rators, and Collective Bargaining (1968); "°A Look at Decent zation” in The School Administrator Qanuaty, 1969) nd "The Supervisor” in The Superior: New Demands, New Dimensions (1969) LYMAN V. GINGER, Kentucky's State Superintendent of Public Instruction, re ceived the Baccalaureate degree from Ken: lucky Wesleyan College and the MLA. and Ed.D. degrees trom the University of Ken- techy, Listed in Who's Wha in America, Br. Ginger has experience in all fields of educa: tion — ranging from teaching to administra tion, He served as president of KEA during the development of the Minimum Foundation Program and has aso been President of NEA" In 1968, he was secfetary o the US. Delegation tothe ‘World Confederation of Organizations of the Teaching Profession held in Dublin, Ireland. Dr. Ginger was appointed by Dean Rusk 0 ‘serve a two-year term onthe Education Committe ofthe Unites States National Commission for UNESCO and was reappointed for an additional term, LOUIS J. MICHOT is presently Louisiana's State Superintendent of Education, A native or Lafayette, Louisiana, he hasbeen active in business, government, and edvcation for many years. He has held positions as Execu tive Director of the Lafayette Chamber of Commerce, and Assistant to the Vice Pres dent of the Air Transport Assocation of ‘America in Washington, D.C. From 1960-64 he served in the Louisiana Legisature and was a candidat for Governor in 1964 Jn 1968, he was elected a member ofthe Lousiana State Bostd of Education and was elected State Superintendent of Education in 1972 13s| CARROLLR. McGARY istte Commissioner ot talveational and Cultural Services for the state of Maine. A native of Auburn, Maine br. MeGary is marred and the father of two chiiren. Having earned the B.S. snd M.Ed degrees fom the University of Main and the Es.D. from Harvard University he also at tended Tuts and Notre Dame inthe Naval {V2 Program. He taught at Boothbay Harbor and Calas and was Superintendent of Schools at Princeton, Belfast and Westbroxk before joining the Stale Department of Education as Commis Soner in 1971 Dr-MeGary ta member of many educational and ‘community organizations and he his published numerous profes: Sona studies r ‘aYJJAMES A. SENSENBAUGH, State Superin- enden of Schools for Maryland, received the ' B.S. M.A. and Ed.D. degrees from Colum bia. in 1965, De. Sensenugh was avarded the Doctorat Law degree fom the University Of Maryland. Educational and civic respon Siblites formerly eld include State Director forthe Department of Rural Education of NEA, Vice President and Secretary of the Maryland Association of School Superintendents, President ofthe Teachers Association ‘of Bakimore County and Chairman of the National Safety Com tmission of NEA. Currently, Dr. Sensenbaugh fs Chairman of the Maryland State Teachers Retirement System, member of the ‘Commission om Aging. chairs two committees on ABA, Council orCS8O, sn fa member of the Pubic Broadcasting Commission GREGORY R. ANRIG is Commissioner of Education for the Commonwealth of Mas sachusets. Prior to becoming Commissione in 1973 Dr. Anrig was Director ofthe Inst tue for Learning and Teaching at the Univer sity of Massachusetts. Other professional eX perience includes Executive Assistant to the Commissioner. U.S. 0. Ex; Director, Div sion of Equal Educational Opportunites, U-S.0-E and Supein: fendent, ML. Greylock Regional School District, Williamstown, Massachuseits, Dr. Anrig has mimeraus publications this rei some of which inclode"Inroducton," Six Crucial Isues in Edued- tion (1972; "*What’s Needed for Quality Integrated Ealucation’ School Management (March. 19T2, and two guest editorial, Earls Yeors Magosine (20), JOHN W. PORTER, Superintendent of Pub- lic Instruction in Michigan, has been a direc: tor of the State College Loan-Scholarship Program, a university professor and the AS sociate’ Superintendent of the Bureau of Higher Education in the Michigan Depart ment of Education, Current and past prfes- sional affiliations include MEA, NEA MASA, American Education Reseafch Assoctation and Phi Delta Kappa In 1972, Dr, Porter served om the Commision forthe Re- form of Secondary Education and was appointed by President ‘Nixon tothe Commission for Financing Post-Secondary Edvea- tion; hes currently a member ofthe Board of Trustes of the Na- tional Urban League, Chairman of Task Force "7 0n Secondary Education, and a member of the Education Commission ofthe States. Dr. Porter has received several honorary doctorates, HOWARD B. CASMEY is presently Min: esola’s Stale Commissioner of Education . Mr. Casmey received his B.A. from Concor +e dia College (Minnesota) and his MLE. form Beg Unvety of Norh Dakota He has ad ‘educational experience asa teacher and a> ministrator. His professional activities in- elude membership in NEA, Minnesota State Commissioner's Advisory Couneil (1956-60), Minnesota Sate Letislative Commission (1962-6) and Western Division Legs tive Chairman of Minnesota Education Associaton (1962-68. [CARVIN JOHNSTON, Misssip's tte Soperimenientof Education eceRedaB.S SEY Souter Missipy and an M4. the Si University of Alabama, Dr. Johnston has teen chsstoom tebe, elementary and PW Fics schon! principal and suermenden he fealgos superior inthe Sate Department Of Eduction and Prodent of Pear! River Sunor Coleg A pat resident of te Mossi! Edseton Associaton. he hs served {nite Board Detorsethe Misissp Seonoric Coune and om the Sate Advisory Cammitee for Vocational and Teche) Bwvestion Dr Johnston un aive Mason, Bap Deacon and Rourian 7JARTHUR L. MALLORY js the Commis sioner of Edication forthe State of Missouri native of Springfield, Missouri, Dr. Mallory received a5. in Education from Southwest Missouri State College and the MEd, and E4.D. from the University of Missouri, Prior 1 becoming Commissioner of Education in R 1971 be was History Supervisor inthe Uni ‘enityof Missouri Laboratory School, Assistant tothe Superin {endent of Columbia Public Schools, Assistant Superintendent of Columbia Public School, Assistant Superintendent of Parkway Schoo! District, Dean ofthe Evening division ofthe University of Missouri and President of Southwest Missouri State College DOLORES COLBURG, Montana's State Superintendent of Publ Instruction, worked in private industry prior to graduating with = honors fromthe University of Montana. Ms [Cofburg later served as Administrative Assis QF ™ sav 10 he State Superintendent of Pubic In siruction and wag elected State Superinien ‘dentin 1968. She isa member ofthe Board of Pabli Edvcation, Board of Repent, State Library Commission, Teachers Retirement System Hoard of Trustees and Educational Broadcasting Commission, She sa member ofthe Board of Dace tors ofthe Council of Chief State Schoo! Officers and serves ag ‘Vice Chairperson of toth the Board of Directors ofthe Nosiuscet Regional Educational Laboratory and the Mountain Plans Educe tion and Economic Development Program, Ine, Other member. ships include AASA, AAUW, NOW, Moniana Manpower Pha ning Advisory Council and Montane Special Olympics State Executive Commites(Etucation Chairperson and several other Sate onpaniztions. |CECIL E. STANLEY, Commissioner of Edu estion for Nebraska received a B.A. degree a from Nebraska Wesieyan University and an M.S. degre from Colormio Aa a College TRIB IN. Sint tas been Awistan Comms UA ner of Esvcaton in Chare of Vocational Edvcxton, Division Coordinator and Ditee torof Distributive Education, Assistant State Direcor of Vocational Education and State Supervisor for Dis tebutive Education. Memberships inlode the Nebraska School masters Club. NEA, NSEA, Nebraska Business Edbeation Av be sociation, Nebraska Council of School Administars, Lincoln (Chamber of Commerce, VFW, Pt Delta Kappa and AASA. KENNETH. HL HANSEN, Nevade's State Superintendent of Schools ressivedthe B.A nd Ed M. depres fom the University of Ok ithom andthe PhD. om the University of FAME Miscou Dr. Hansen hasbeen profesor of SPW dvcation a Westero State College and Pro- fessor of Edvcatonal”Adminiraion at Washington State Univer He has ba 3 wide range ofaminstralive experience. r- Hane has writen {ever boots, among which are Philosophy fr American Buea tion a Public Education in American Society he has so pub- Tahedin many professional lens, auarteis an journal NEWELL), PAIR, # ive of Keene, New “Hampshite, holds the B.Ed. nd MEW. de {grees and the Doctorate in Humane Letters from Keene State College. Presently. New Hampshite's Commissioner of Education Dr. Pair has held various educational poss including superintendent of schools and De P| ppaty Commissioner of Education in his home state. A combat veteran of World War Il he eetied trom the US. [Naval Reserve with the rank of Commander. Dr. Pace as held membership in Rotary, Lions Club and the Chamber of Com- merce; he 1 also a member of Bektash Temple, the New Hamp shite Education Association, AASA, and the American Legion FREDG. BURKE, newly appointed Commis- soner of Education forthe State of New fer sey, was Rhode Joend’s Commissioner of Euddcation, Hereceived a B.A. from Wiliams CClege, an M-A. ang Ph.D. from Princeton and an honorary Doctorate of Law from 7 Bryant College. Dr- Burke was formerly Dean of International Studies at State Uni- versity of New York, Professor of Political Science at Syracuse University, Assistant Professor of Political Seience at Oho Wes Feyan University and Consultant tothe Kenya Government. He has written articles inthe Journal of African Administration and Ghig Wesleyan Magatine, chapters in African Soctalism and Case Studies in Local Government and & book, Africa's Quest for Order 4o8 Sub-Saharan Africa 1sLEONARD J. DE LAYO is presently New Mexico's State Superintendent of Public I struction. A native of New York City, Me-De LLayocarmedhis B.S. degree fom the Univer Sly of New Mexico andhis MLA. degre from Columbia University. He is past president the Council of Chief State Schou! Officers, member of NEA, AASA, New Mexico Con 785 of Parents and Teachers and i also involved in numerous ive atvites. Mr. De Layo has been listed in Who's Who bn ‘American Education, Who's Who in New Mexico, Who's Who ‘he West, Who's Who inthe Eas and Who's Who in America EWALD B. NYQUIST, New York's Commis ‘sioner of Edvcation and President ofthe Uns H _ery ofthe Stale of New York, received undergraduate and graduate degrees rom the University of Chicago, Dr. Nyquist, nels Imnorary doctorates from over 20 colleges and universities. He Nas served ia varius Administrative capacities with Columbia University and the New York State Edation Department. In 1970, Dr. Nyguistproposedthe Regents Exteral Dewree Prosam whichis now well established. He has been involved in accredit tion commission, trusteships and directorships, Te reipfen ot ‘many honors, Dr. Nyquist as written and spoken on such topes 88 open education and the state's role in urban education CRAIG PHILLIPS, North Cerolina’s State Superintendent of Public lnstietion, te ‘ceived hiseducation at UNC-Chapel Hillwith Ah, MA. and Ed.D. degrees, Daring hi public schoo! career, Dr. Phillis has been feacher,peincpal, and superintendent ofthe ‘Winston Salem school system. He gave lead MBI ssp in aking the merger of the 75.000 pupil Chariote-Mecklenbuny system a working reality as is Superintendent. Before being elected Slate Superintendent in 1968, he was administrative vice president of the Richardson Foundation a Greensboro ndaton een ays ety and developereative adershipiregueation, government and bis ness in North Carofina, 2 19 . IM. F. PETERSON, Superintendent of Pubic Instruction ofthe State of North Dako, ceived a B.A. degree fom Concordia College in Minnesota an an M.S. im Education de ‘ce from the University of North Dakota Experienced in both elementary and secon: dary edocation, Mr. Peterson taught school law on the graduate level atthe University ‘of North Dakota. Prior 10 his present postion, he was Deputy State Superintendent in his native North Dakors. He has writen for varius state and national publications, In addon to active ‘membership in sich organizations as Kiwanis, Phi Deka Kappa and AASA, Dr. Peterson has held several offices and served ‘Various committees of Trinity Lutheran Cbrch in Bismarck, MARTIN W. ESSEX, Sate Superintendentof Public Instrction in Ohio, has served a8 8 teacher, principal and. superintendent of Schools in Ohio and Michigan. Inchided mong his service to American education are the presidency of AASA, chairmanshipof the Navional Advisory Council for Vocational Education which led to the present Vacs tional Edveation Act, chairmanship of the Joint Counel! on Economic Education and chairmanship ofthe Advisory Council of the National Merit Scholarship Corporation. Curtetly hei er {ng as chaitman a he fest National Governance Study and presi- den ofthe Council of Chet State School Ofiers. He i the way “educator to be chosen by his peers to head each ofthe most pres tigous school administrator organizations (ASA and CCSSO) His comparative education services include the direction of two studies in the USSR, an around the world study ofeducaton inthe fee world countries and services as consultant to the West Berlin ‘government LESLIE R. FISHER, Oklahoma's Supe tendont of Schools, received the BS. degree from Southeastern State College (Oklahoma) ond the Ed.M. and Ed.D. degrees from the University of Oklahoma. Dr. Fisher, after serving in the U.S, Navy, was a leacher, Joach, principal and superitendent in hiv PMB 06° pusic schools, Civic un educational Fecognitions inlude outsunding citizen in Moore, Oklahoms (096163 and 968) "Certificate of Special Mert” awarded by the‘OASA(1966)and State Chairman forthe Education Division of the U.S. Savings Bond Program. He's tember of ASA, NEA, the ‘Oklahoma ‘State Board of Vocational Education, NASE, the ‘Board of Regents of Oslahoma Colleges and gther educational Or nizations JESSE FASOLD, Oregon's Superintendent of Public Instruction is 8 graduate of Colorado State College the University of Colorado and tne University of Oregon, He is a member of Phi Delta Kappa, Oregon Education Associa- tion, National Education Association, and the American Association of School Adminie- trators and numerous other professional oF. savizations. From elementary schoo teacher wo superintendent his carer has made him 2 proven educational leader JOHN C. PITTENGER, Secretary of Educa tion in Pennsylvania, is introduced by Gover ‘nor Miton J. Schapp asthe Ralph Nader of ‘cation inthe Commonwealth,” A lawyer land former legislator, Mr. Pllenger was graduated fom Harvard College and Harvard aw School. He was a Frank Knox Fellow at the London School of Economics before serv ing inthe U.S. Army. He has aught at Harvard and Franklin and Marshall, and isco-author, with Henry Bragdonof The Pursuit Iustce JRAMON A. CRUZ APONTE, Puerto Rico Superintendent of Schools, graduated from” the University of Puerto Rico, Universi of Florida (M.A), and the University of North Carolina (Ed.D) Bs wide professional lead ership ns ead him tobe the viee president of te Puerto Rican Teacher's Association, the irector of he Pilot Project or reparation of ‘Teacher Aids in 196, anda member of the Task Commitice fora Comprehensive Planning of Higher Education inthe Counel of Higher Education, 1969-71, From elementary schoo! teacher in 1948 the present Secretary of education for Puerto Rico, heft proven educational leader 1a ARTHUR PONTARELLI, Executive Associate Commissioner is Acting Commissioner of ‘Education for Rhode Island. He is 8 frauate Of Rhode Island College (Ed.B.), Boston University {E4.M.) and Ohio State University (ASTE). His career spans humerous positions from teacher, superintendent of teacher ed Caton and certification to executive avsistant commissioner. He Isa state representative member ofthe College Entrance Exam mation Board, the Rhode Island Association of School Super: ‘sors, the Rhode Island Principals Aswocition, and the College kus Association CYRIL B. BUSBEE is presently South Carolina's State Superintendent of Educa ‘tion. A mative of Aiken County, South Caroli = fa, Dr. Bushee received his bachelor's and master's degrees from the University of South Carolina. The ‘University of South Carolina and Wofford College awarded him UE MII onocary Doctor of Law degrees. He serves aS admiasiatve officer othe State Board of Education and ex ‘officio member of the Boards of Trustees of the Universi of South Carolina, Winthrop Colege and the Citadel andthe Edu cational, Television Commission and the Technical and Com- prehensive Education Boar Dr Busbeeisa member ofthe Seer ‘ng Commitee of the Education Commission of the States, DON BARNHART, Superintendent of Pubic Instruction fr the State of South Dakota, sa native of Michel, South Dakota, Dr. Bara GE) bars nas been a high schoo! teater. a0 elementary principal and a sehoo! superin fendent,Fortwoyears, be was director ofone ‘F 10 pilot projects in the nation on dropout A Prevention. His educational background i cludes a bachelor’s degre from Dakota Wesleyan and a master's ‘degree and F4.D. from the University of South Dakota. Dr. Ba. hart has bgen Site Superintendent since Janvary, 1971 13BENIAMIN E, CARMICHAEL, Commis sioner of Teanessce State’ Department of Education from the poston of Director of the Appalachia Education Laboratory, Charles ton, West Virginia. He was Superintendent of the Chattanooga Public Schools prior to being Director of the Appalachia Education Laboratory. Dr. Carmichael hols the B.S. and M.Ed. degrees from the University of Tennessee and a Ph.D. from George Peabody College. He has been a member of the Aa visory Commitee forthe Civil Rights Commission's Stuy on Ra ial Kolation, the Survey of Elamentary Education in Brazil and the review committees for the Eausl Education Projects. AL pre Sent he is engaged in activites of ASA, ETS, the Education Commission ofthe States and hols membership in the American Educational Research Association and Phi Dea Kappa, M. L. BROCKETTE isthe Texas Commis sioner of Education. Heecelvedhis AB, de ‘ree from Southwestern Univesity and his M.A. and Ed.D. degrees from Baylor Unive. sity Asanelementary schoolteacher, rine pul, and superintendent of schools hiscareer Spans forty years of outstanding educational leadership. Mr. Brockate fsa megnber ofthe 'NEA, AASA, the Teaas State Teachers Association, president of ‘School Masters Assocation and president of the Texas Associa tion of County Superintendents. Asa community leader hes past president of he Rotary Club and Junior Chamber of Commerce nd! Chairman ofthe Hill County Chapter of National Foundation for lnfantile Paralysis WALTER D. TALBOT is Utah's State Superintendent of Public Instruction, A na tive of Ush. Dr. Talbot graduated from Pan putch High School and received Associate or Scienve degree from Weber State College. Following this, degrees were earned at Utah b State University (B.A and Ed.D., MS. from PAB 0s. Usiversy of Utah) and the sdiional study was pursued at UCLA and the University of Penns) vania Dr. Talbot's educational experience has inclided Professor and Chairman of Educational Administration, Brigham Young Uni ‘versity visiting professor atthe Uiah Sate University and Kansas State Universi and Deputy State Superintendent for Adminis tration. He has also aught and served in administrative postions im elementary and secondary school of his state 7 ROBERT A. WITHEY, Commissioner of Education for Vermont, was educated a Ru bers Universy where he received his B.S. and master's degrees, Mr, Withey has eerved in various educational capacities, among shich are Deputy Comnisioner for Lear: og Services (Vermont), Assistant Diestor af [Secondary Education (New Jersey), Coo Sinator of NDEA (New Jersey) and NDEA Const in Gu ‘dance and Testing. He s a member of Phi Deka Kappa, NEA, VEA, VSSDA, VSA, NESAand serves on Vermonts Retiersent ‘Truslees, Bicentennial Commission and Post Secondary Commis: sion. Me. Withey has writen for numerous professional publics tions and has received several avards and honors pOODROW W. WILKERSON, Virsnia's state Superinendent of Public Instuetion, is Js native Virginian. Dr. Wilkerson received B.A. degce from Hampden-Sydney College in M.A. degree from the College of William and Mary and his doctorate from the Univer: sity of Maryland. After beginning his career Jas. teacher and later as principal he joined the State Department of Education staff where he served as Assi tant Supervisor of Secondary Education, Supervisor of Secondary Education, Teacher Education Director and Director of Secon- ‘dary Education. De. Wilkerson i a past president of the National ‘Assocation of State Supervisors and Directors of Secondary Edu att, He Iscurrently a member of the Viepnia Counel of Higher Faucation, 4 member ofthe Board of Directors of the National Laboratory for Higher Edveation, and a Commissioner of the Edueation Commission of the States. HAROLD C. HAIZLIP is Commissioner of Education for the U.S. Virgin Islands’ De- partmen of Edueation. Dr. Halli began his early education in Washington, D.C. later earning B.A. degree rom Amberst College Jafer receiving the M8.T. degree from the i Harvard Graduate School of Arts and Sct a ‘ences, he continued his studies to earn the EdD. degre from Harvard's Graduate School of Education. He began his education carer inthe Wellesley, Massachunetts High ‘School as an English teacher. Dr. Hailip has served as edcation| director of the oficial poverty program for Boston and was mare ‘one ofthe“Ten Outstanding Men" ofthat cit in 1968. He has also been vice presidentof the Harvard Graduate School of Education, 14sFRANK B, BROUILLET is Washington State Superintendent of Public. lastruction Through his common school and college earcer in Washington. Dr. Brouillt was hone ored a6 both an outstanding. athlete and academician. He received the B.A. degree, ‘ achelor of education, and masters degre in q economics from the University of Pupet ‘Sound, He earned his Dotorof Education from the University of ‘Washington. From 1956 unt his election a state superintendent in 1972, Dr. Broullet served i the state legislature. During that time he served as calico caiman, ranking member onthe House “Appropriations Commitee, ndfor ten years was chalzman ofthe Joint House/Senate Committee on Education, Experience ia: clues pubic schoo a tigherelucalin leaching and administ- BARBARA SIZEMORE is superintendent of ie District of Columbia schools. She re ecived aB.A. degre and M.A. degree from Northwestern University and isa candidate fora PhD. fom the University of Chicago, Her professionalexperience spans career of teacher, principal, and superintendent. She has been a consultant tothe National Urban Coaliton, Eaycation Task Force, the Stale Comission on Un- derpradute Education in the Education of Teachers, the AASA National Convention Planning Commitee of 1973 and numerous school dstricts, conferences, and foundations. She served as 'AASA Associate Secretary prior to er present poston. DANIEL B. TAYLOR, West Virginia's Superintendent of Schools, is « native of Connelisvilk. Pennsylvania, He has the B.A, ln Segoe from ihe University of Towa and the MA. and EA.D. from West Virginia Univer sty. De Taylor has taught in Towa, has been in administration in New Jersey” and has served a a superintendent of the public schools in West Virginia, Active in professional organizations, De. ‘Taylor is a past president of the West Virginia Association of School Administrators and has served on several committees of the U.S. Office of Education, He isa veteran ofthe Korean con Mt having served inthe U.S, Arm. De. Taylor hasbeen actvein ‘numerous civic and charitable organizations in each ofthe com: tunis he has Served M6 BARBARA STORCK THOMPSON. Wiscon sin's State Superintendent of Pubic lastruc ton, isa frequent speaker for eivie RrouPs parent teacher groups, professional organiza: Tons, colleges and universities and school sr0ups. Dr. Thompson received the B.S. de free rom Wisconsin State University and the MS. and Ph.D. from the University of Wise consin, She has served a a college instructor, curriculum coor Ainator, supervisor of schools, principal, state coordinator inthe State Department of Public Instruction and instructor in Educe tional Administeation atthe University of Wisconsin. Inckided among present professional memberships are NCAWE, ASCD, DESP, NEA and Pi Lambda Theta ROBERT G. SCHRADER, a native of C orado, i Superintendent of Public Tstruction for Wyoming. After serving in the US. Marine Corps during the Korean confit, De. Schrader atended Westminster College and Park. College in Missouri. He has. served ‘Wyoming as teacher. principal and superin: teadent, having earned both is masters de tree and his doctorate from the University of Wyoming where he so taught school nance. Profesional activities include mem bership in the Edvcation Commission of the States, ASA, ‘Wryomiig Associaton of School Administrators, Phi Dells Kappa and isting in Who's Who nAmerica and Who's Who in the West. § bj BRYAN HANSFORD is the Executive See BA retayofthe Councilof Chet Sate School OF Ficers in Washington, D.C. He had served previously a the commissioner of education InColorado. He has alto held the positions af high school teacher and principal. super tendent, professor of education, and deputy superintendent of public instruction, Hels a past president ofthe Council of Chief State School Officers, and has served on several national and regional advisory boards for or- anizations and agencies interested in promoting education 4s well 4s writing and speaking extensively inthe eld of education. He fcceived his B.S. degree from Southwest Missouri, hie M.Ed and ALD. degregs fom the University of Missour. urMERET.RETHAM, Director of Edueaton or Anerean Som, feeived ber B’Aat Geneva Coleg, Beaver Fal easy ani: She complcied high school withthe fie raduting cas af he high schol in Amerkean Samoa She will ecelve ber MA. ‘Shoot amnion fom USC ia Ls Anges. Her eaperice tes een asa teacher, ie principal principal head ofseconeary diction, deputy director of education an afer presen post thn. Shea mative of Ameren Saron She war deep) ivased inthe development of educational eis ‘ie maid mw comple an erat edacaonal lesion ‘experiment ae UNITED STATES OFFICE OF EDUCATION VISITORS "400 Maryland Avene, .W- ‘Wathinglon, D.C. 20202, DUANE]. MATTHEIS JAMES E. GIBBS Executive Deputy (hier Mui-States Projet Commissioner of Branch Projects Officer Education ROBERT WHEELER WILLIAM CARTER Deputy Commissioner For Director — Division of. Occupational and Adult Edvational Systems Education Development WILLIAM, PIBRCE ELAM K. HERTZLER Deputy Commissioner for Special Assistant to the Occupational and Adult” Commissioner Education 18 Panetists GEORGE sMiTHt WAYNE REED. Superintendent Former Associate Commissioner Mesa Public Schools ‘of Education for Sate Federal Mesa, Arizona Relations 800 Calvert Street, N.W. Washington, DiC, 2007 ROBERT LEETSMA ROY K. WILSON ‘Associate Commissioner of Executive Secretary Eaucation National Sehool Pubic Insitute of International Relations Association Studies 1801 North Moore Steet Aatington, Virginia 22209 ROY M. HALL Dean, School of Education Universi Plaza Georgia State Universiy 33 Gilmer Steet, SB. ‘Atlanta, Georgia 30303 1974 Chie State Setnot Officers Taste Stall GRANT VENN JOHN EVANS Director, Callaway Professor Admiaisrative Assistant ‘of Education CSS0's Proje (Georgia State University Georgia State University 33 Gilmer Steet, SE. ‘Atlanta, Georgia 30303 NANCY BRIGANCE Secretary to the 1974 CSO. Project, Georgia State University