110th Congress- Summary
- Support for full funding of Title I (The current appropriation
discussion leaves Title I with a loss. 90% of the Nation’s
school districts participating in the federal Title I program will
have their Title I funding cut or frozen for school year (2007-08).Breitling Replica
Half of the states will also lose funding (See Center on Education
Policy Report Aug 2006). In fact, 25 states and the District of Columbia
will see their federal Title I funding reduced, compared to only
9 states in the 2005-06 school years.
- We support accountability. In fact we believe that schooling for
all students should be geared toward high and rigorous standards.
However, we observe that standards and accountability have become
equated with measures and initiatives that impose a retributive penalty
framework rather than a supportive framework. We have signed on to
the joint organizational statement on the No Child Left Behind
Act (NCLB) submitted to Congress and updated on July 18, 2007.
We strongly recommend that states be able to develop multiple measures
of accountability. We ask that Congress in writing the legislation
consider the rationale put forth by Jane Herman of CRESST1.
- Support Programs of Professional Development for Educational Leaders.
- Support for Targeted and Sustained investment, at the federal level for
financial equity and human capital for every student
- Support for Congresspersons (and work cogently and effectively
with them) who will assure that Congress provide substantive funding
to prevent further educational crisis for students of African descent.
- We oppose any choice or voucher programs that use public taxpayers’ dollars
for private and parochial school education, even when the dollars
are targeted to a select number of poor children.
- Continued support for the E-Rate. The E-rate program continues
to make advanced telecommunications services affordable to our nation’s
schools and libraries.
- We support choice for parents who are within the public sector
including public charter and magnet schooling. However, we are concerned
that each state recognize and consider the extent to which the state’s
policies support of charter schools are in fact parallel with non-charter
- We argue that public schools and public education historically
have been the bedrock of our country’s robust democratic institutions.
We therefore believe that among the federal roles the ideal of equity
must remain. Excellence is undermined if equity is ignored.
- We expect that no high-stakes construct will be put in place until
there are more advances in high stake resources that provide equitable
and educationally-relevant resources for all needy districts and
- Support appropriate measures of school-to-work transition especially
for targeted groups.
- We support federal legislative language that maintains the state’s “statutory
and constitutional” role of responsibility for its citizens’ education
at the local level. However, we advocate that states and local institutions
be held accountable for all our citizens’ civil rights.
- We support language that discusses school improvement, provides
sufficient time for plans to take hold before applying any form of
sanction and that the sufficient time required in this statute be
based on rigorous research.
- We support research as a lever for informing and influencing policy
and legislation. But we would request that Congress review
all research from diverse perspectives in a bipartisan way,
not just research that supports a particular perspective.
- We support the strengthening of Higher Education by strengthening
teacher preparation programs through support for quality interventions
including distance learning and through strengthening student grants
for teachers of high caliber to work in poor communities.
- We strongly recommend that Congress invest in a pilot dual-language
program (different from mono-foreign language programs) for elementary
school students, and that such pilot programs specifically be authorized
and appropriated in the reauthorization of ESEA, within the Title
I construct. We further recommend, that in the interest of equity,
that such programs be authorized for schools with targeted Title
- Support for Congresspersons and coalitions who are working to increase
attention to HIV/AIDS funding for school-age children.