Learning First Alliance Releases Response To 1999 National Education Summit Statement

For Immediate Release

Contact: Judy Wurtzel 202/296-5220 x12

April 12, 2000, Washington, D.C.

The Learning First Alliance (LFA), representing 12 of the nation’s leading education associations, today released its official response to the 1999 National Education Summit. The Learning First Alliance was a Summit co-sponsor and its report highlights current and planned Alliance initiatives that respond to last fall’s Summit agreement calling for united action to improve student achievement.

The Learning First Alliance report notes that "educators are the engine of change in implementing any significant improvements in teaching and learning" and outlines specific plans and efforts underway that address the Summit’s goals. These include:

effective professional practice to improve student achievement;
research-based efforts in improving reading and math achievement based on the Alliance’s Action Plans, Every Child Reading and Every Child Mathematically Proficient; and
encouragement and support of state-level Learning First Alliances that focus on improving teaching and learning

These efforts are critical because "the two imperatives for improving student achievement are challenging world class standards and providing top quality teaching for all students," stated Gordon Ambach, Executive Director of the Council of Chief State School Officers. Gene R. Carter, Executive Director of the Association for Supervision and Curriculum Development, added, "the new challenges for high performance will not be met unless all educators are expected to learn and grow throughout their career, and resources are provided to make this possible."

In addition to these Alliance initiatives, since the Summit, the Learning First Alliance’s member organizations have worked to encourage national, state and local education leaders to address the challenges outlined in the Summit’s Action Statement. "This third National Education Summit was a vitally important event. It is not, however, nearly as important as making sure that the Summit’s participants collectively follow up on that work," said Bob Chase, President of the National Education Association. "NEA is proud to join its Learning First partners in the Alliance’s efforts to make sure the Summit talk is followed by concrete action."

"Harnessing the leadership of governors, the resources of business, and the know-how of policymakers and educators, we can build upon the initial successes of standards-based reform," stated Brenda Welburn, Executive Director of the National Association of State Boards of Education. "Educators know the standards movement, and the accountability that goes with it, is working. We must stay the course," noted Sandra Feldman, President of the American Federation of Teachers. "But," she cautioned, "teachers and children - especially in our poorest neighborhoods - need a lot more than we are currently providing them. We have a responsibility to ensure that they have the support and resources they must have for all children to succeed."

In addition to the collective actions of the Alliance, Alliance member organizations are taking active steps to build on the Summit’s national consensus agenda for improving student achievement.

For example, Anne L. Bryant, Executive Director of the National School Board Association, reports that NSBA will convene a Student Achievement Seminar on June 24-27, 2000 on the campus of Northwestern University. Bryant states that, "the three day conference will bring together teams from 75 school districts. This unique forum will join school board members, administrators, teachers, and community leaders from across the country to lay the groundwork for each district’s student achievement and community engagement plan." The American Federation of Teachers, recognizing that reading is a fundamental key to unlocking academic success, has launched an initiative to provide teachers with the tools they will need to help children become accomplished readers. This initiative includes advice on how districts can develop effective reading programs, providing members with professional development in effective reading instruction, and intensive work in three school districts that will increase the capacity of teacher unions to deliver effective professional development in reading.

Further information on the Learning First Alliance report can be found on the Achieve and Learning First Alliance websites at: www.achieve.org and www.learningfirst.org.

Download the Learning First Alliance Response to 1999 National Education Summit: