Journal of the Effective Schools Project, Volume 1, 1994 Page: 9
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toward these more life-related outcomes. You're saying
that you do it differently?
No, I'm saying we do it both ways. Say, for example,
that you want students to be self-directed learners. Well,
that comes directly through the curriculum. Or you want
students to show concern for other people. Well, when
teachers are teaching a short story or a novel, they may
ask, "How do the characters in this story show concern
for one another, and why?" So they use the subject
matter as the vehicle to get at the broader outcomes.
But you do say that understanding academics is an
outcome for its own sake?
Yes, I do. I say academics-including thinking, under-
standing, and self-directed learning in each of the disci-
plines-is an outcome in itself.Your explanation of outcome-based education seems so
reasonable that it's hard to see why people would object
to it. But we know that in many parts of the country they
do. Educators are beginning to say that they won't use
the term outcomes any more. You know about all the
conflicts. Why is this happening if outcome-based
education is such a sound idea?
Well, I don't know all the reasons, but I can say that
outcomes is a perfectly good word. How in the world
could we operate without knowing what outcomes we
want? I wouldn't shy away from the word.
But I do think that a lot of schools went too far
too fast; and I think it's a mistake for a state to mandate
outcomes. I believe very strongly that people in each
community should develop their own outcomes, because
then people will know what the outcomes mean-and I
think most people will then understand why education
needs to be outcome-based.
Reprinted with permission from Educational Leadership,
March 1994. Copyright by ASCD.Partners for Ouality Learning
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ESP Journal
Tarieton State University
Stepihele Texas
Dear Colleaues:
I am delighted to *alute yoiur progrose towardi out ommn'on goal of excellences. Each oft the member shoole is to be
commended for efforts toward school improvement. I congratulate youi oni winning the prestigious 1992 Exemplar
Proram in Staff Developmewnt Award from the NationalE Councl~ of States on inservice Eduaton
How well I remember you ESP-ere Who Visited Johnson City Schools when Iwas suaperntendent there. For those of youL
who joined ESP after that time, you may learn more about the chool lmrvmn efforts there by reading the adoining
interviw. I amnconvinced that our work there can be replcated. J am told that some of you have the faterest arnd that some
of you have already begunt eating an environment where all students learn is the ultimat oal.
I urge you to continue your comment toward school improvement, in your hands, is our fuure. Come visit again
whenever you get a chance. Until we meet again, hold fast the course1
Warmest Regards,......................
AtMamary, Ph.D.
Executive Dilrector
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 1, 1994, periodical, 1994; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201678/m1/9/: accessed July 16, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting Tarleton State University.