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EDITORIAL America 2000 and the Academic Achievement of Deaf Students In their preoccupation—which sometimes borders on obsession—with modes of communication in the classroom , many, if not most, educators of the deaf remain dangerously ignorant of developments in general education , particularly of the latest federal initiative to increase the global competitiveness of American students and the clear implications for education of the deaf in the United States. The six goals promulgated by President Bush and Secretary of Education Alexander are that by the year 2000: 1. All children in America will start school ready to learn. 2. The high school graduation rate will increase to at least 90 percent. 3. American students will leave grades 4, 8, and 12 having demonstrated competency in subject matter including English, mathematics, science, history, and geography; and every school in America will ensure that all students learn to use their minds well, so they will be prepared for responsible citizenship, further learning, and productive employment in our modern economy. 4. U.S. students will be first in the world in science and mathematics achievement. 5. Every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and to exercise the rights and responsibilities of citizenship. 6. Every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning. There are some key elements here of great importance to deaf students. Among them, of course, are the focus on English literacy and the commitment to significant improvement in academic content areas such as science and mathematics. Another key element is the fact that our frame of reference will be world-wide. Of equal importance, although perhaps less obvious, is the emphasis on competence . The tests used will be more criteria-referenced than norm-referenced. In a recent speech, Mary Futrell, past president of the National Education Association, noted that the tests that have been and are being developed will concentrate on assessment of knowledge and the ability to apply knowledge. In mathematics, for example, this means that the student's ability to evaluate a problem, decide on an appropriate procedure, and implement the procedure is far more important than mathematical computation per se. It can be documented that, traditionally, American deaf students have done relatively better in tests of math computation than in tests of math concepts or problem solving. This may be attributed primarily to difficulties in English literacy, which interferes with the understanding of a problem. Such a situation cannot be tolerated in today's world. The tests used, according to Dr. Futrell, will inevitably lead to a more standard curriculum across the United States, and those who do not meet the standards— regardless of social class, ethnic status, gender, race, or disability—will be truly handicapped. For our purposes this means that, although "deaf norms" may be developed, they will be of far less relevance than the demonstration of competency as set forth in the general testing criteria. There is evidence that teachers of the deaf pay less attention to academic subject matter than do general education teachers. Teachers of the deaf spend less "time on task" in academic subjects. They give less homework and the homework they give is less demanding. The content of instruction is less challenging, and most teachers of the deaf do not ask high-level questions in class. Deaf students with high potential are not identified frequently and even less frequently receive accelerated training. Most of us believe that deaf children can compete academically at much higher levels than those that have been attained to date, regardless of the mode of instruction employed. Never has there been a more critical time than the present to dedicate ourselves to higher levels of achievement. It is time to put up or shut up. If we do not meet the challenge of America 2000, a whole generation of deaf children may be lost. Donald F. Moores Editor Vol. 136, No. 5 AAD 379 ...

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