
                         Roanoke Times
                 Copyright (c) 1995, Landmark Communications, Inc.

DATE: SATURDAY, March 2, 1991                   TAG: 9103020405
SECTION: VIRGINIA                    PAGE: A-6   EDITION: METRO 
SOURCE: Associated Press
DATELINE: RICHMOND                                LENGTH: Medium

SCHOOLS SHAKE-UP PROPOSED/ EMPHASIS URGED ON NON-COLLEGE-BOUND

If the state is to avert an economic crisis, Virginia public schools must do a better job of educating students who are not college-bound, state Education Secretary James Dyke says.

Dyke on Thursday asked the state Board of Education to help lead the overhaul of public education in Virginia.

"Without a new approach, our workers are going to fall behind," Dyke said. "The main point is that we need all students to learn those things that we now teach only the college-bound students."

Dyke sought the board's support for the recommendations of Workforce 2000, an advisory commission named by Gov. Douglas Wilder last year.

A report released by the commission Thursday says the growing complexity of the work place and the need to compete in a world economy mean "Virginia must set higher educational and productivity standards or risk being unprepared to compete in the international arena."

The commission recommended establishing statewide education performance standards based on the highest in the world. Every student would have to meet the standards by the 10th grade.

All students would be exposed to the same core courses and study reading, writing, mathematics, science, technology and the arts.

After a test showed mastery in those areas, students could decide whether to pursue college or the work place.

Students not going to traditional four-year colleges could pursue one of three "clearly stated curricular paths to prepare for work and further education," the report says.

The paths are:

A work-learning program that would provide on-the-job training and lead to a high-school diploma.

A two- to four-year apprenticeship program leading to a high school diploma and certification in a job skill.

A two- to four-year program coordinated with a community college and leading both to a high-school diploma and an associate's degree.

Dyke said high school students enrolled in vocational programs could continue to take vocational courses, but the courses must be restructured to ensure they teach academic skills such as reading, writing, science and math.

The report also calls for:

A single authority to oversee all state training and employment activities. Those activities now are divided among 13 agencies, Dyke said.

Local work-learning centers for high school dropouts and others who fall short of state standards.

Incentives to encourage employers to maintain training programs for their employees.

by CNB