Elementary and Secondary Education Act
Status of ESEA Reauthorization
Congress wrapped up 2012 with no movement on ESEA reauthorization and begins the 113th Congress with no indication of addressing reauthorization anytime soon. The urgency of the “fiscal cliff” crisis consumed nearly all of the lame duck session, and the 113th Congress will be tasked with addressing legislation to avert sequestration and to raise the federal debt ceiling. The reelection in November of President Barack Obama means that we can expect states’ waivers from No Child Left Behind to move into the implementation phase, thus dimming a sense of urgency from Congress to reauthorize ESEA. Further, the 113th Congress brings significant turnover of education committee members in the House, with 13 new members on the committee all of whom must be brought up to speed on the key issues related to K-12 education. However, with enough pressure from the Chairmen of the House and Senate education committees and from the President and Secretary Duncan, ESEA reauthorization in the 113th Congress is not entirely out of the question, but still a long shot. NASSP will continue to push for a comprehensive ESEA reauthorization that includes a focus on our key issue areas: school leadership, literacy, middle level and high schools, and education technology. See attached issue sheets for more information on these key areas.
Currently, thirty four states plus D.C. have been approved for waivers, and two states’ requests are still outstanding: Iowa and Illinois. In addition, California was recently denied its request for waiver. Six states have yet to apply: Montana, Nebraska, Pennsylvania, Texas, Vermont, and Wyoming. NASSP continues to monitor the waiver process as well as the content of waiver applications to ensure they align with our positions on relevant issues. We are particularly concerned about states’ targets for and weighting of graduation rates as part of their accountability systems. Some states’ waiver applications set graduation rate targets and weighting too low, while others set them so high that schools may be incentivized to “push out” students not ready for graduation in order to meet the high targets.
Additionally, the U.S. Department of Education in November released a document highlighting which states are using an extended-year graduation rate (e.g., a 5-year or 6-year rate). Most notably, it shows that several states are using an extended-year graduation rate without increasing their annual target. Under the Department’s initial implementation of the regulations, states were allowed to use extended year rates if they had increased annual targets for the extended year rate. The rationale behind this previous approach is that if a school has more time, more students should graduate. Unfortunately, several states maintain the same annual target even if they are using an extended year graduation rate.
NASSP has met with key Congressional staff on the House education committee to express our concerns, and will continue to monitor this issue as well as others contained in the approved waiver applications.
FY 2013 Budget/Appropriations
The federal government is currently operating under a 6-month continuing resolution (CR) which level-funds all programs from their Fiscal Year 2012 levels through March 27, 2013. At that point, Congress will need to agree on and pass a year-long CR to cover spending for the remainder of FY 2013. Agreement on spending levels now seems difficult, since the House and Senate appropriations committees in their allocations for education programs currently have a gap of $1.5 billion that the leadership in appropriations will have to reconcile. Complicating a year-long FY 2013 federal budget are the issues of sequestration (see below) and the federal debt ceiling that Congress must address prior to March. NASSP staff will continue to keep you updated on this messy and stressful situation!
Congress narrowly avoided sequestration by voting at the last minute (January 1) to delay the sequester for two months, or until March 1, 2013. As a result, though sequestration was temporarily averted, it is still a significant threat that could still occur. The Committee for Education Funding (CEF) now projects that the revised sequestration percentage for nondefense discretionary programs will be 5.9% instead of the 8.2% projected by Office of Management and Budget. This is due to the $24 billion reduction in the sequester total for FY 2013. Thus, the total sequester amount will be $85.33 billion, instead of $109.33 billion. The domestic sequester is half of that amount or $42.67 billion. After taking into account the sequester cuts from nonexempt mandatory programs, the CEF projection of the cut to non-defense discretionary spending is $27.44 billion, which would result in a 5.9% across-the board cut. For the Department of Education, that would result in a cut of approximately $2.95 billion.
If sequestration does occur, education funding would not be affected until the 2013-2014 school year, since education is forward-funded by the federal government and this school year’s funds would thus be exempt. However, a few programs would be cut right away (this school year), including the Head Start preschool program for low-income children, and the impact-aid program, which assists districts burdened with additional costs from a large federal presence, such as a military base.
NASSP Government Relations staff has met with Congressional offices this quarter specifically on the issue of sequestration to urge legislators to prevent sequestration and instead find a solution to deficit reduction that is balanced and responsible. We met with the following Congressional offices:House Speaker John Boehner (R-OH), House Minority Leader Nancy Pelosi (D-CA), House Democratic Whip Steny Hoyer (D-MD), and Senate Minority Whip John Cornyn (R-TX). . CEF has also organized meetings with several other Congressional offices this past quarter as well to deliver our unified message about education funding.
NASSP encourages you to tell your legislators that sequestration is unacceptable by sending an action alert to your legislators through NASSP’s Principals’ Legislative Action Center at www.nassp.org/plac. As of January 3, 1,514 letters have been sent to legislators on this issue using NASSP’s action alert. We also encourage you to access a toolkit of resources on sequestration available at http://cef.org/cef-grassroots-campaign-2/. Here you can access sample Tweets, letters to the editor, and action alerts to urge your legislators to stop sequestration. Thank you in advance for your advocacy!
School Principal Recruitment and Training Act
NASSP continues to advocate for the School Principal Recruitment and Training Act, although the bill was not reintroduced during the 112th Congress. The bill would authorize a grant program to recruit, select, train, and support aspiring or current principals with track records of transforming student learning and outcomes and prepare these principals to lead high-need schools. Selected aspiring principals would be provided with a pre-service residency that lasts for at least one year as well as ongoing support and professional development for at least two years after they commence work as school leaders. Grant funds would also be used to provide mentoring and professional development to strengthen current principals’ capacity in the areas of instruction, supervision, evaluation, and development of teachers and highly effective school organizations. This past quarter, NASSP and NAESP staff worked together to revise a draft bill, and both organizations are working collaboratively with staff of Sen. Franken (D-MN) and Rep. Susan Davis (D-CA) to prepare a bill for introduction in the 113th Congress.
Rep. John Yarmuth (D-KY) and Sen. Patty Murray (D-WA) reintroduced the Literacy Education for All, Results for the Nation (LEARN) Act (H.R. 2272/S. 929) in 2011. The bill would authorize $2.35 billion for comprehensive state and local literacy initiatives, building on the best components of the federal Early Reading First, Reading First, and Striving Readers programs. Districts would support school-wide literacy initiatives that include professional development for principals and teachers to incorporate literacy across the curriculum and targeted interventions for struggling students. NASSP is working with its coalition partner, Advocates for Literacy, to ensure the bill’s reintroduction in the 113th Congress.
The LEARN Act had 15 House cosponsors and 6 Senate cosponsors at the end of the 112th Congress.
Success in the Middle Act
Rep. Raúl Grijalva (D-AZ) and Sen. Sheldon Whitehouse (D-RI) reintroduced the Success in the Middle Act (H.R. 1547/S. 833) in 2011. Under the bill, states are required to implement a middle school improvement plan that describes what students are required to know and do to successfully complete the middle grades and make the transition to succeed in an academically rigorous high school. School districts would receive grants to help them invest in proven intervention strategies, including professional development and coaching for school leaders, teachers, and other school personnel; and student supports such as personal academic plans, intensive reading and math interventions, and extended learning time. This past quarter, NASSP and NAESP staff worked together to revise a draft bill, and both organizations are working collaboratively to ensure the bill’s reintroduction in the 113th Congress.
The Success in the Middle Act had 17 House cosponsors and 8 Senate cosponsors at the end of the 112th Congress.
Graduation Promise Act
Rep. Rubén Hinojosa (D-TX) and Sen. Jeff Bingaman (D-NM) reintroduced the Graduation Promise Act (H.R. 778/S. 1177) in 2011. The bill would support the development of statewide systems of differentiated high school improvement that focuses research and evidence-based intervention on the lowest performing high schools, and improves the capacity of the high schools to decrease dropout rates and increase student achievement. The bill would also provide competitive grants to states to identify statewide obstacles hindering students from graduating, and provide incentives for states to increase graduation rates. NASSP plans to work with other key organizations this upcoming quarter to ensure the bill’s reintroduction in the 113th Congress.
The Graduation Promise Act had 34 House cosponsors and 1 Senate cosponsor at the end of the 112th Congress.
NASSP on Capitol Hill
NASSP and NAESP conducted a number of join meetings with congressional staff to discuss our recommendations on principal evaluation. Offices being visited this quarter included Sen. Michael Bennet (D-CO), House Education and the Workforce Ranking Member George Miller (D-CA), Senate HELP Committee Chair Tom Harkin (D-IA), Sen. Lamar Alexander (R-TN), and Senate HELP Committee Ranking Member Michael Enzi (R-WY).
Coalition for Teaching Quality
NASSP staff and other members of the Coalition for Teaching Quality met with congressional staff to discuss implementation of reporting language on teachers in training who are currently labeled “highly qualified” even though they have not yet completed their preparation programs. Offices being visited this quarter included House Education and the Workforce Ranking Member George Miller (D-CA) and Rep. Rosa DeLauro (D-CT).
Educator Preparation Reform Act
NASSP, NAESP, the American Association of Colleges of Teacher Education and other organizations met with staff for Sen. Sherrod Brown (D-OH) to discuss the Educator Preparation Reform Act. The primary focus of the legislation is on teacher and principal preparation and amends the Higher Education Act (HEA). It also improves Title II of the HEA—the Teacher Quality Partnership Grants Program—by expanding the residency programs to include principals and providing partnerships flexibility in meeting the instructional needs of local school districts.
Advocates for Literacy
NASSP and other members of Advocates for Literacy met with staff for Sen. Orrin Hatch (R-UT) to discuss the LEARN Act and the Striving Readers Comprehensive Literacy program.
Over 100 congressional staff and education advocates were able to witness firsthand how technology can be integrated into physics, literacy, and social studies lessons at an October event sponsored by the National Coalition for Technology in Education and Training (NCTET). NASSP Director of Government Relations Amanda Karhuse serves on the NCTET board of directors.
To kick off the “pop-up” classrooms event, the principal of Kenmore Middle School in Arlington, VA, and NASSP member John Word and a physics teacher from Red Lion (PA) High School discussed how technology has changed their instructional practices. “The role of the school leader is to empower teachers to explore new technologies and new ways of teaching,” said Word. He also noted that technology has made his job as an administrator more manageable because he’s “mobile” and always able to access student and teacher data. Both panelists consider themselves lucky to work in school districts that have made technology a top priority, but they agreed there’s always a need for additional funding for professional development for school leaders and teachers. There’s also a concern that few schools are prepared for the new online Common Core assessments that will begin in 2014.
After the panel discussion, audience members rotated through four mobile classrooms. First was a history lesson on the 1860 election with two teachers from New Milford (NJ) High School where 2012 NASSP Digital Principal Eric Sheninger leads a schoolwide technology integration initiative. Attendees also participated in a hands-on physics experiment to measure the temperature of baking soda and vinegar and tracked the data on laptops. Classroom trends were also graphed on the teacher’s whiteboard, so students could understand in real time where they had performed the experiment correctly or not. Teachers from the District of Columbia, Maryland, and Virginia demonstrated adaptive curriculum and assessments, including an online essay writing program and interventions for high school students who are reading below grade-level. The final session with educators from Loudoun County (VA) Public Schools showed how gaming technologies can be used to teach special education students about teamwork and to express their feelings and stay in their personal space.
From the audience’s reaction, it was clear that their own education experience was really different than what was presented by these tech-savvy educators. NCTET hopes to plan similar events in the future and encourage Congress to invest in education technology programs so students in every school can have access to a rich learning experience.
NASSP and the US Department of Education
National Principals Month
During the week of October 8-12, officials from the U.S. Department of Education visited nearly 40 local schools, many of which are led by NASSP and NAESP members, to learn more about the daily life of a principal as part of National Principals’ Month. “Great school leaders are key to students receiving a high-quality education and teachers feeling supported and empowered in their work,” said U.S. Secretary of Education Arne Duncan. “Outstanding principals build school cultures focused on learning and high expectations, where all students can reach their full potential. Every great school has a great leader.”
In addition to the visits to these schools, dozens of Education Department staff members visited schools in other parts of the country as part of an organized effort in which federal education officials shadowed school leaders. As a key component of National Principals’ Month, these shadowing visits offered Department staff a glimpse into the daily work of school leaders, while also providing principals with the opportunity to discuss how federal policy, programs, and resources impact their schools.
To complete the week-long partnership effort, on Friday, Oct. 12, principals and Department staff members who participated in the job shadowing engagements joined U.S. Secretary of Education Arne Duncan for a debrief discussion to reflect on their experiences and lessons learned.
Find the complete list of participating schools here: http://nasspblogs.org/principalspolicy/2012/10/us-department-of-ed-officials-to-visit-nearly-40-schools-to-learn-from-principals/.
Meetings with Assistant Secretary Deb Delisle
NASSP Executive Director JoAnn Bartoletti and NASSP government relations staff joined other association representatives from the Council of Chief State School Officers, the American Association of School Administrators, and the National Association of Elementary School Principals to meet with Assistant Secretary for Elementary and Secondary Education Deb Delisle in October and December as part of a series of regular bi-monthly meetings. NASSP is pleased that Assistant Secretary Delisle has established these regular meetings as a means to share information and recommendations, and we hope that they will prove fruitful in terms of the specific recommendations NASSP has for the Department of Education as cited in our position statements and elsewhere
News from the White House and the US Department of Education
Principals to Play a More Prominent Role in Obama’s 2nd Term
In a speech before the Council of Chief State School Officers in November, US Secretary of Education Arne Duncan announced that principal preparation and evaluation will be two focus areas for the administration’s education reform agenda in the next Congress. The announcement corroborated what NASSP leaders had been told in private meetings with US Department of Education (ED) officials—there was an admission that teachers had dominated the “human capital agenda” and a promise that school leaders would play a more prominent role if President Obama won a second term. Duncan also supported the creation of a principal ambassador position at ED when the idea was suggested by one of the principals who had participated in the October principal shadowing visits.
Although no details have been released concerning the administration’s policy recommendations on school leadership, ED officials are expected to release a blueprint on the RESPECT proposal to transform the education profession. The $5 billion proposal was first announced during the January 2012 State of the Union address, and multiple drafts were circulated for public comment during the following months. NASSP also held a number of focus group sessions at our national conference in Tampa and with principals and assistant principals who were in Washington, DC, as part of our recognition programs. The overwhelming response was positive towards the administration’s recommendations for preparing, training, and rewarding teachers, but the education profession as a whole cannot be “transformed” without also focusing on school leaders was a recurring comment made by NASSP members.
NASSP and the National Association of Elementary School Principals (NAESP) submitted joint recommendations on the RESPECT proposal to the Department in August 2012. In our letter, we called for principal preparation programs to select high-quality candidates who have demonstrated success as classroom teachers, demonstrate abilities related to effective school leadership competencies, and show prior success in leading adults. Aspiring principals should receive training during a year-long pre-service residency and induction for up to three years alongside a principal mentor. We also urged the inclusion of principal evaluation systems that would assess principal performance on the six domains of leadership responsibility within a principal’s sphere of influence and also take into consideration the context of the learning community and the level of authority afforded the individual principal. Our organizations also encouraged districts to provide opportunities for principals and assistant principals to engage in ongoing, sustained, job-embedded leadership development. We remain hopeful that our recommendations will be incorporated into the final version of the blueprint.
NASSP and NAESP have held a number of meetings with key staff on Capitol Hill to discuss our joint recommendations on principal evaluation that were released in September 2012. We are also working together to update the School Principal Recruitment and Training Act, which is expected to be reintroduced by Sen. Al Franken (D-MN) and Rep. Susan Davis (D-CA) early next year. The flagship bill on school leadership will focus on principal preparation, mentoring, professional development, and evaluation, and our hope is that it will serve as the basis for any language affecting school leaders in the reauthorization of the Elementary and Secondary Education Act.
Department of Education Awards 17 Promise Neighborhood Grants
On December 21, U.S. Secretary of Education Arne Duncan announced 17 winners of the 2012 Promise Neighborhoods $60 million grant. Promise Neighborhoods, according to the Department of Education, “is a community-focused program that funds local-led efforts to improve educational opportunities and provide comprehensive health, safety, and support services in high-poverty neighborhoods.”
These awards were split between 10 planning grants totaling more than $4.7 million and 7 implementation grants totaling nearly $30 million. The rest of 2012 funds will go toward second-year funding for the 5 implementation grantees awarded in 2011. According to the Department, “Planning grantees will each receive one-year awards of up to $500,000 to create targeted plans for combating poverty in the local community. Implementation grantees will receive awards up to $6 million to fund the first year of a 5-year grant to execute community-led plans that improve and provide better social services and educational programs.”
A complete list of 2012 grant winners can be found here: http://www.ed.gov/news/press-releases/secretary-duncan-announces-seventeen-2012-promise-neighborhoods-winners-school-s.
Additional information on the Promise Neighborhoods program and 2012 winners is also available here: http://www2.ed.gov/programs/promiseneighborhoods/index.html.
Statement from U.S. Secretary of Education Arne Duncan on the Newtown, Connecticut, School Shootings
“School shootings are always incomprehensible and horrific tragedies. But words fail to describe today’s heartbreaking and savage attack at Sandy Hook Elementary School. As the father of two children in elementary school, I can barely imagine the anguish and losses suffered today by the Newtown community.
“Our hearts and prayers go out to every parent, child, teacher, staff member, and administrator at Sandy Hook and the surrounding community. And our thanks go out to every teacher, staff member, and first responder who cared for, comforted, and protected children from harm, often at risk to themselves. We will do everything in our power to assist and support the healing and recovery of Newtown.”
Department of Education Awards 16 Race to the Top-District Grants
The U.S. Department of Education announced on December 11 that 16 applicants have won the 2012 Race to the Top-District competition, and will share almost $400 million in funds. The awardees’ plans will address the personalization of student learning, improved student achievement and educator effectiveness, closing achievement gaps, and preparing all students to succeed in college and their careers.
According to the Department of Education, “The 2012 Race to the Top-District grantees will receive four-year awards that range from $10 million to $40 million, depending on the number of students served through the plan. The winning applicants were the top scorers among the 372 applications the Department received in November, which were evaluated and scored by independent peer reviewers. Grantees represent a diverse set of districts, including applicants from both states that received a Race to the Top state grant as well as those that have not received Race to the Top state funding. Among the winners is a rural-area consortium representing 24 rural districts, which comprise 44 percent of the total number of districts that will benefit from the 2012 competition.”
To view a list of the grantees, go here: http://www.ed.gov/news/press-releases/education-department-announces-16-winners-race-top-district-competition. For more information about the Race to the Top-District program, including a list of winners, requested award amounts and additional materials, visit the Department’s website: http://www2.ed.gov/programs/racetothetop-district/index.html.
NASSP Federal Grassroots Network
As a reminder, Federal Grassroots Network members no longer participate in quarterly calls (only state coordinators do), but continue to receive email updates twice per week summarizing the latest news and events in federal policy and funding. If you or your colleagues are not yet members of the Federal Grassroots Network and would like to become one, please email Amanda Karhuse at email@example.com. For an overview of what membership in the Network involves, please go here: http://www.nassp.org/Legislative-Advocacy/NASSP-Federal-Grassroots-Network.
NASSP State Coordinators
NASSP welcomes several new coordinators to their roles: Lisa DeLong (HI), Stacy Johnson (MS), Gary O’Brien (NJ) and Robert Mars (NV).
The NASSP State Coordinators held its quarterly call on November 13 and a make-up call on November 14. The five “hot topics” the Network reported on in their states and that NASSP Government Relations staff created action items on, in order of importance to members, were: teacher evaluation, state education funding, implementation of common core state standards, a tie between principal evaluation and federal education funding, and finally, No Child Left Behind waivers. Fact sheets have been developed on each of these topics.
The quarterly call dates for the remainder of 2012-2013 are the following (members will choose one date/time per quarter):
NASSP and more than 20 of our state associations joined nearly 3,000 other organizations from the non-defense discretionary (NDD) community today in calling upon Congress to avert sequestration by adopting a “balanced approach to deficit reduction that does not include further cuts to NDD programs.”
As a reminder, sequestration is the drastic, across-the-board cuts to education that are scheduled to occur on January 2, 2013. These across-the-board cuts will occur-unless Congress acts to stop it-as stipulated in the August 2011 Budget Control Act. Congress put this measure of sequestration in place when a 12-member Congressional committee was unable to approve a plan to reduce another $1.2 trillion from the federal deficit last fall.
NDD programs are provided by the government for the benefit of all Americans. They support economic growth, strengthen safety and security, and enrich the lives of every American in every state and community across the nation. In 2011, NDD spending represented less than one-fifth of the federal budget and 4.3 percent of our country’s Gross Domestic Product (GDP). Under strict discretionary caps in the bipartisan Budget Control Act (BCA), by 2021 NDD spending will decline to just 2.8 percent of GDP, the lowest level in at least 50 years. If sequestration is allowed to take effect, cuts to NDD programs will be even deeper.
Sequestration would impose the largest education funding cuts ever, chopping funding for programs in the Department of Education by roughly $4 billion, or 8.4%, which would have a devastating impact on state and district budgets.
To read the letter, go to: http://publichealthfunding.org/uploads/NDDLetter.Final.July2012.pdf.
The American Association of School Administrators also released a report this week examining how districts are preparing for the potentially devastating cuts of sequestration and how those cuts will impact the nation’s schools. More than half (54.1 %) of the superintendents that participated in the survey reported that their budget for the 2012-13 school year built-in cuts to off-set sequestration. Respondents reported that the cuts of sequestration would mean reducing professional development (69.4 percent), reducing academic programs (58.1 percent), personnel layoffs (56.6 percent) and increased class size (54.9 percent).
To read the full report, go to: http://www.aasa.org/uploadedFiles/Policy_and_Advocacy/files/AASA%20Sequestration%20July%202012.pdf.
In his State of the Union address, President Obama offered schools a deal: To provide schools with resources to keep good teachers and reward the best ones, and expect in return that schools exercise their flexibility to “teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.”
It’s a deal schools will happily make, provided the right supports are in place. Such supports include a commitment to strengthen the entire education profession through better preparation programs and professional development for teachers, principals, and other instructional staff. This development extends to meaningful educator-evaluation systems that resist a focus on student test scores to assess educator performance.
Such supports include formula funding to balance out the Race to the Top and the Investing in Innovation grant programs that drive competition among states to the detriment of low-income students in states that lose. Dedicated resources for programs like Title I will provide ALL students—regardless of state or district—a chance to succeed.
And most immediately, if we’re to no longer “teach to the test,” such supports include policies that are no longer written to the test. We call on the President to renew his pressure on Congress to reauthorize the Elementary and Secondary Education Act and fix what is not working for all schools in No Child Left Behind. While the current law did some good in highlighting the achievement gap, the law’s high-stakes testing and onerous AYP provisions do little to reduce the gap. If education is indeed to become our national mission, the commitment must begin with a fairer and more flexible federal law.
The flexibility of a reauthorized ESEA would arrive just in time for schools to accept the President’s challenge to keep all students in school until age 18 or until they graduate. States with such a policy already in place point to a number of benefits, according to a 2010 NASSP position statement, including greater social mobility for students in poverty who are required to remain in school longer. Raising the compulsory age alone, however, will have no real affect. The policy must be accompanied by a comprehensive school renewal, as encouraged in the Breaking Ranks framework for school improvement, to empower students as owners of their own learning and as the innovators who will fulfill the broader vision of America that President Obama described.
President Obama this morning announced his plan to send the American Jobs Act to Congress. NASSP strongly endorses the president’s call for investing in our children by funding more teachers and school modernization, for which the Act provides.
The need is indeed great, as states are facing the depletion of ARRA funds and still suffering the effects of the recession. The results are real and dire: The Council of Economic advisers projects that states will have to lay off 280,000 teachers during the next school year and crumbling facilities are strained by a $270 billion backlog in repairs and maintenance. The advent of online testing that will accompany the Common Core State Standards adoption intensifies an already urgent need for schools to modernize facilities to prepare students for 21st century work and life.
This bill is about all of us. It’s not about supporting an ideology or institution, but supporting our children–those who will be our caretakers and leaders in the next generation–with educators and facilities that will empower them to thrive.
To underscore our support, NASSP was proud to recommend two member principals, Virginia Minshew of Park View High School in Sterling, VA (a 2010 MetLife Foundation-NASSP Breakthrough School), and Jane Spence of Bowie High School in Bowie, MD, to join the president in the Rose Garden for his address. Their presence is front-line testimony that the support outlined in the American Jobs Act matters to schools. We encourage all school leaders to add their voices to these principals’ and use the Principal’s Legislative Action Center to encourage their members of Congress to support the American Jobs Act.
School leaders on Twitter can also visit www.TweetCongress.org to send a quick message to elected officials. First, find your members of Congress by zip code or name, them send a message in 140 characters or less, like:
Whether by e-mail, tweet, or good ol’ fashioned phone call, be sure your members of Congress know that your students need their support!
The Subcommittee on Early Childhood, Elementary, and Secondary Education, chaired by Rep. Duncan Hunter (R-CA), held a hearing this week to examine the role of charter schools in the nation’s education system. Go here www.edworkforce.house.gov to watch a webcast of the event and read the witness testimony.
Debt Ceiling/Deficit Reduction:
House Rejects Clean Debt Ceiling Bill: This Tuesday, the House rejected HR 1954, a bill to raise the debt ceiling by $2.4 trillion (the amount needed through the end of 2012). It failed by 97 – 318. House Republican leadership staged this vote to give their members the opportunity to officially register their opposition to raising the debt ceiling without spending cuts (all Republicans voted no) as well as to demonstrate that a clean debt ceiling bill can’t pass without spending cuts. Democrats split with 97 voting yes, 82 voting no and 7 voting present.
The next meeting of the Biden bipartisan group (aimed at finding a bipartisan deficit reduction plan for FY 2012) is scheduled for June 9. Yesterday, after President Obama met with the House Republican caucus, Speaker Boehner called for direct talks between himself and Obama and for a deal to be worked out within a month. See: John Boehner calls for debt deal in a month www.politico.com
FY ’12 Budget and Appropriations News: Balanced Budget
The House Judiciary Committee yesterday partially marked up H.J. Res 1, a proposed Constitutional amendment to require a balanced federal budget. In addition to mandating that outlays (spending) cannot exceed revenues in any year (other than by a 3/5ths vote of both the House and Senate) it also limits total outlays to no more than 20% of GDP (the co-called global spending cap), which can only be waived by a 2/3rds majority vote of both houses of Congress and prohibits any legislation to increase revenues without a 3/5ths majority vote of both houses. It would take effect in FY 17.
Department of Education Issues New Rules for Investing in Innovation Grants
The second round of the Investing in Innovation grant program will be a smaller, $150 million contest for districts and non-profits. The Education Department guidelines will require fewer private-sector matching dollars, ask applicants to focus on rural schools, and change how evidence of past success is used in the scoring process. Read more here: www.edweek.org.
Common Core Assessments to Integrate Accommodations for Students with Disabilities
The two consortia of states developing the common core assessments, to be rolled out in the 2014-2015 school year, are crafting them to include accommodations for students with disabilities. Videos with avatars conducting sign language is just one example of the innovative means that the consortia are taking in their approach. “We’re not even thinking about accommodations anymore” in the traditional sense, said Mr. Hock, co-chair of the accessibility and accommodations work group for the SMARTER Balanced Assessment Consortium—one of the two groups developing the new tests. Read more here: www.edweek.org.
White House Convenes Commission on Educational Excellence for Hispanics
The White House Initiative on Educational Excellence held its first President’s Advisory Commission meeting last week. The work of this commission is urgent since Hispanics account for more than one in five students in public elementary, middle, and high schools, but have the lowest educational attainment overall. White House Initiative Director Juan Sepulveda said the commission’s priority is to collect best practices, noting that “the community has told us many, many times: We don’t need any more reports, we need help.” Read more here: www.whitehouse.gov.
Alliance Releases New Report on Deeper Learning
From the Alliance website: “Policy and practice at the local, state, and national levels should support the concepts of “deeper learning” to help all students meet higher expectations and be prepared for college and career, according to a new Alliance policy brief released on May 26. The brief argues that deeper learning provides students with the deep content knowledge they need to succeed after high school and the critical thinking, collaboration, and communication skills that today’s jobs demand.” Read the brief here: all4ed.org [pdf].
ARRA Spending Report:
ED has posted an updated reports showing ARRA spending as of May 27. Of the $97.4 billion in ED ARRA funds allocated, 82.6% has been outlaid (spent). $16.9 billion still remains to be spent.
CHN Budget Webinar:
The Coalition for Human Needs is sponsoring a webinar on June 7th: A Webinar for the Budget-Perplexed: Stop the Slashing
The human needs advocates’ simple guide to understanding – and defeating – unprecedented attacks on the federal budget Tuesday, June 7, 2:00 – 3:00 p.m. EST
Massive cuts in essential services like Medicaid, Medicare, SNAP/food stamps, education and children’s services, help to low-income communities such as housing and the Community Services Block Grant, and virtually every other human needs program. A large number of proposals now being floated in Washington would devastate these services and would make it far harder for the federal government to respond to economic downturns and solve looming national problems. Yet at the same time, they would do nothing to restrict more deficit-increasing tax cuts for millionaires and corporations.
These proposals don’t have straightforward names like “The Act to Slash Health Care for Older Americans” or “The Act to Cut Services for Low- and Moderate-Income Americans in order to Provide Enormous Tax Breaks for the Rich.” Instead, Congress is talking about global caps, balanced budget amendments, debt ceiling increases, deficit reduction… It’s hard to fight back if you don’t understand how you’re being attacked.
New Legislation: Senator Bernie Sanders (I-VT) introduced a bill that NASSP supports: S. 1019, introduced to amend ESEA in order to support secondary school reentry programs and to reach out to and re-engage disconnected youth. The bill would call upon state and local educational agencies to develop a plan for identifying and re-engaging disconnected youth in a secondary education program that leads to the attainment of a secondary school diploma, and to establish partnerships with community based organizations, institutions of higher education, and other entities to provide a range of educational options and services particularly for students beyond the compulsory age for school. NASSP encourages you to contact your Senators and ask for their co-sponsorship or support of this bill.
FY ’12 Budget and Appropriations News: Sen. Reid announced that the Senate will definitely vote next week on the House-passed budget resolution (e.g. House Budget Chairman Ryan’s HR 1, which would devastate educating funding). Sen. McConnell is expected to force a vote on President Obama’s FY ’12 budget. Neither is expected to pass.
FY 12 Senate Budget Committee: Chairman Conrad is meeting with committee Democrats today to decide whether to proceed with a markup but it’s likely there won’t be one. Next week, the House-passed budget will fail to pass the Senate, and won’t even get all 47 Republican votes. Read more here: thehill.com.
As you recall from my update last week, the House Appropriations Committee last week came out with their FY 2012 302(b) allocations, which are markers for the maximum amount certain agencies can spend for the FY ’12 year. While these numbers are not final, they portend the significant cuts to come to education and other agencies. An analysis of the House’s FY 12 302(b) allocation for the Labor-HHS-Education Appropriations Subcommittee shows that their FY 12 level would cut funding for the subcommittee all the way back to FY 2004 levels.
Debt Ceiling: The federal government has now reached its limit on the debt and Treasury Secretary Geithner has started to implement special measures to prevent a default and until August 2 at which point we need to have raised the debt ceiling. The Republican Study Committee, a very conservative group of members of Congress, is calling for adding to the debt ceiling increase (a “Cut, Cap, and Balance” approach: rsc.jordan.house.gov) which calls for a global spending cap of 18% of GDP (which would return us back to 1956 spending levels!), a balanced budget constitutional amendment and an immediate 50% cut in the deficit in FY 12.
Specialists Consider Common Social Studies Standards
Subject-matter specialists from more than a dozen states are meeting this week collaborate on strategies to improve academic standards in social studies. The third meeting of its kind this year, the talks bring together social studies specialists from 18 states and officials of 15 social studies organizations. Though some organizers refer to their work as development of “common state standards,” there is no guarantee the group will create such standards. Instead, these talks are intended to develop resources states can share, such as a set of guidelines or core principles, and to push a dialogue on how to improve each state’s own standards. Read the rest of the article here: www.edweek.org
Experts Encourage Expanding of Boys’ Options
Ever since Title IX of the federal Civil Rights Act barred sex discrimination in education, girls have been encouraged to study and pursue traditionally “male” careers, including science, technology, and law. Now that a 21st century economy offers fewer good-paying jobs in male-dominated fields like construction, experts are calling for the creation of a White House Council on Boys to Men, much like the existing White House Council on Women and Girls, in order to foster policies and support. Read the rest of the article here: www.edweek.org
Principal Preparation: Moving Beyond Assessment
This commentary, an excerpt of which is below, appeared in yesterday’s Education Week. We encourage you to comment on it as a school leader and give your thoughts on the issue.
By Ann Hassenpflug
Increasingly, principal-preparation programs are getting the national scrutiny that has been focused on teacher education for some time.
Today, many principal-training programs run by public and private higher education institutions have been modified to align them with national standards from the Educational Leadership Constituent Council, or ELCC. To receive national recognition from ELCC as part of the college of education accreditation process, faculties have revised their principal-training programs to include assessments that require graduate students to engage in specific activities scored according to rubrics.
Educational administration faculty members have spent immense amounts of time and effort (without extra compensation or reduced teaching and research loads) to design and implement common principalship assessments. One problem with this: The intense focus on tests has caused other important program components to be neglected—despite a lack of data confirming that the new assessments actually make any difference in a future principal’s leadership ability.
Instead of continuing to tinker with assessments in principal-preparation programs, it is time to look at other pieces of the process to determine if the necessary questions are being asked about the preparation process, which includes the selection (or, more often, self-selection) of candidates, the pedagogy and delivery methods used in the courses, the knowledge base and skills addressed in the educational administration courses, and the qualifications of the faculty.
Read the rest of the article and leave any comments here: www.edweek.org
The Pell Institute, sponsored by CEF member the Council for Opportunity in Education, issued The Threat of Income-Based Inequality in Education www.coenet.us [pdf]
New America Foundation’s Federal Education Budget Project (FEBP) released an issue brief on the recently finalized fiscal year 2011 federal education appropriations. The paper, 2011 Education Appropriations Guide education.newamerica.net, “provides a summary and analysis of the $68.3 billion education budget for fiscal year 2011″.
House Education and the Workforce Committee Chairman Kline (R-MN) is not backing away from his intent to reduce the federal role in education with the introduction of the Committee’s first small ESEA bill that would eliminate funding for several programs vital to secondary school leaders. This first bill, the Setting New Priorities in Education Spending Act (H.R. 1891) introduced on May 13 by Rep. Duncan Hunter (R-CA), chairman of the Subcommittee on Early Childhood, Elementary, and Secondary Education, eliminates authorizations for ESEA programs that are no longer funded (including those that lost funding in the recent FY 2011 Continuing Resolution) and also eliminated programs that the Obama administration slated for consolidation in FY 2012. Thus, the following key programs for secondary school leaders would be eliminated:
- School Leadership
- Striving Readers Comprehensive Literacy Program
- Smaller Learning Communities
- Elementary and Secondary School Counseling Programs
- High School Graduation Initiative
- Safe and Drug Free State Grants
- Physical Education
- National Writing Project
- Parent Information and Resource Centers
along with 34 other ESEA programs to total 43 program eliminations.
To see the complete list of eliminated programs, go here: http://edworkforce.house.gov/UploadedFiles/SUMMARY_-_Setting_New_Priorities_in_Education_Spending_Act.pdf
The Committee’s press release on May 13 about this bill describes the 43 programs slated for elimination as “inefficient,” “unnecessary,” and even “wasteful,” yet just this Wednesday I attended a Hill briefing on strategies for effective ELL instruction that cited the National Writing Project, a supposedly “wasteful” program, as key to one teacher’s success in her students’ English reading and writing achievement (See http://advocacy.collegeboard.org/preparation-access/teacher-advocacy/news/new-report-teacher-voices-immigration-language-and-culture.)
Additionally, in the same press release where Rep. Hunter laments that “approximately one-third of American fourth graders can’t read,” he proposes elimination of six key-and successful-literacy programs (Striving Readers, Even Start Family Literacy Program, National Writing Project, Improving Literacy Through School Libraries, Reading is Fundamental, and Early Reading First) making his bill appear ill-advised to address the literacy crisis specifically and student achievement generally. Rep. Hunter-and Committee Chairman Rep. John Kline (R-MN), who supports this bill-also argue that many of these programs are duplicative efforts of other designated categories in ESEA. The bill eliminates the School Leadership grant, for example, arguing that it is duplicative of the ESEA Title II (Teacher Quality State Grants) program and the Teacher Incentive Fund. However, NASSP finds this duplication argument unfounded considering that currently, less than 5% of Title II dollars go toward principal professional development, and that most go toward reducing class size in district budgets.
As a dedicated school leader, you invariably will be impacted by elimination of these programs, whether it is through less or no school leader professional development with the elimination of the School Leadership grant, or it is through no financial support from the federal government to maintain a safe and healthy school environment with the elimination of the Safe and Drug Free State Grants. Additionally, reports show that every state, and thus district, is recovering more slowly from our economic recession than the nation as a whole, and thus relies heavily now on federal support for these critical programs for your schools. NASSP therefore urges you to visit the Principal’s Legislative Action Center (http://app3.vocusgr.com/WebPublish/controller.aspx?SiteName=NASSP&Definition=Home&XSL=Home&SV_Section=Home) to contact your members of Congress and express your strong opposition to Rep. Hunter’s bill. NASSP Government Relations staff will aggressively oppose this bill through our own outreach, but we need your voice and your support to make our case stronger.
The Forum on Educational Accountability (FEA), a group comprised of education, civil rights, religious and civic organizations committed to the reauthorization of ESEA, issued a joint statement Tuesday outlining the group’s recommendations for a new federal education law. FEA emphasizes their support for the stated objectives of No Child Left Behind (NCLB), strong academic achievement for all children and elimination of the achievement gap. However, FEA calls for certain constructive changes to ensure federal education law is supportive of schools and not a constraint to their success. The recommendation lists five areas that need improvement: progress measurement, assessments, professional development, sanctions, and funding.
FEA stresses the importance of decreased standardized testing requirements, which the group contends are inadequate measures of student achievement. The emphasis on standardized testing created by NCLB, coupled with the pressure to meet AYP (Adequate Yearly Progress), narrows classroom curriculum to fit test material, leaving little time for critical thinking instruction. Monty Neill, Executive Director of the National Center for Fair and Open Testing, agrees and argues that standardized testing turns classrooms into test prep courses rather than effective centers of learning. Moreover, Neill argues that data shows student progress and achievement has significantly slowed since the implementation of NCLB-something he attributes, in part, to an over-emphasis on standardized tests. FEA recommends the use of multiple indicators to measure student achievement over a period of time in lieu of standardized testing.
FEA also recommends a lift on disciplinary sanctions on schools that are slow to show improvements. FEA writes, “Sanctions should not be applied if they undermine existing effective reform efforts” and Congress should “replace sanctions that do not have a consistent record of success with interventions that enable schools to make changes that result in improved student achievement”. By imposing sanctions on schools that struggle to improve, the federal government implies that all schools already possess the resources needed to improve. By this reasoning, schools fail because they do not effectively use available resources, not because they lack resources. Yet, this is not always the case. Funding, resources, and professional development opportunities are not always available to schools, especially in high poverty areas. These schools are already disadvantaged and added sanctions, in many ways, disrupts progress towards improvement.
Molly Hunter, Director of Education Justice and panelist at an event promoting FEA’s recommendations spoke of this “opportunity gap” in high-poverty public schools. As an example, Hunter spoke of a New York state law that required all high school students to complete one course of lab science in order to graduate. When the law was implemented, thirty one New York high schools lacked resources and funding to offer a lab science course. These schools struggled to comply with state law. FEA recommends new ESEA legislation that addresses opportunity gaps such as this.
Consequently, FEA recommends increased federal education funding “to cover a substantial percentage of the costs that states and districts will incur to carry out these recommendations and to fully fund the law at those levels without reducing expenditures for other education programs”. Further, FEA promotes federal support and funding for high quality training and professional development for teachers, principals, and other school personnel, something FEA calls “absolutely essential for improving schools”. NASSP supports FEA’s recommendations and is a signer of the joint statement.
The Senate this Tuesday passed the 3-week continuing resolution (CR) that the House had passed last Friday to keep the government running through April 8. This CR cuts $2 billion in federal spending per week, or $6 billion total, but the good news is that it does not cut any more from education programs than the previous CR does. However, a few programs key to NASSP members-the School Leadership Program (which provides training, mentoring, and professional development to principals), and the Striving Readers Comprehensive Literacy Program (which provides comprehensive birth through grade 12 literacy) were eliminated in this CR, and NASSP Government Relations staff will continue to advocate to restore this funding for a year-long CR. At a DC event this past Wednesday, House Appropriations Chairman Hal Rogers (R-KY) ensured the crowd that he would not allow a federal government shutdown, and that this CR through April 8 would be the last short-term CR. He said Republicans, Democrats, and the Administration must negotiate a compromise in the next 3 weeks for a final year-long CR through the end of the FY 11 fiscal year (September 30.) Read more in the brief description in the “News” section below.
This past Monday President Obama visited Kenmore Middle School in northern Virginia where he urged reauthorization of ESEA before students return to school for the 2011-2012 school year, and where he also urged appropriators not to cut education funding for FY 11 or FY 12. Go here for the blog and video coverage: http://www.whitehouse.gov/blog/2011/03/14/president-obama-it-s-not-enough-leave-no-child-behind-we-need-help-every-child-get-a), and go here for a fact sheet: http://www.whitehouse.gov/the-press-office/2011/03/14/president-obama-calls-congress-fix-no-child-left-behind-start-next-schoo and the Secretary’s remarks at http://www.ed.gov/news/speeches/secretary-arne-duncans-remarks-kenmore-middle-school-arlington-virginia). Read more in the brief description in the “News” section below.
The White House recently held a Conference on Bullying Prevention. Approximately 150 students, parents, teachers, advocates, and policymakers gathered to discuss how they can collaborate to make our schools and communities safer. “If there’s one goal of this conference, it’s to dispel the myth that bullying is just a harmless rite of passage, or an inevitable part of growing up. It’s not,” President Obama said. “Bullying can have destructive consequences for our young people. And, it’s not something that we have to accept.” See NASSP’s press release to read about the participation of one of NASSP’s Board members, B.J. Paris, in the Summit: www.nassp.org.
Go here for more information on the Summit: www.whitehouse.gov.
New Short Term CR Freezes Education Spending, No New Cuts
Congress passed a new short-term continuing resolution that would fund the government through April 8th. The bill cuts an additional $6 billion dollars in spending, though none of that money is taken from the Department of Education. Congress now has an additional three weeks to compromise on a budget for FY11, which began Oct. 1st of last year. To read more click here: http://blogs.edweek.org/edweek/campaign-k-12/2011/03/senate_passes_spending_bill_fl.html
Wisconsin Judge Blocks Controversial Union Law
A Wisconsin judge temporarily blocked the state’s controversial anti-union law from going into effect. Judge Maryann Sumi made the decision, contending the legislative committee that passed the bill failed to give the required 24-hour notice before meeting. Assistant Attorney General Steven Means has said the state will appeal the ruling. To read more click here: http://www.edweek.org/ew/articles/2011/03/18/413811_ap.html
Obama Warns Congress, Budgets That Cut Education Will Be Blocked
During a speech at a Virginia middle school, Obama said he expects Congress to reauthorize ESEA before the start of the new school year and added he would not a sign a bill that cuts education spending. The President told the gathering, “A budget that sacrifices our commitment to education would be a budget that’s sacrificing our country’s future. And I will not let it happen”. To read more click here: http://www.edweek.org/ew/articles/2011/03/14/26obama.h30.html
Senators Introduce Bipartisan Bill to Examine Education Red Tape
Sens. Michael Bennet (D-CO) and Lamar Alexander (R-TN) have introduced a bipartisan bill that would create a national task force responsible for examining federal, state, and local education regulations and making policy recommendations for removing red tape. The Senators have already created a task force to examine regulations in Colorado and Tennessee. Secretary of Education Arne Duncan, who supports the bill, will co-chair the task force along with the two Senators. To read more click here: http://bennet.senate.gov/newsroom/press/release/?id=1607e534-6c50-4ec7-9fbe-44f107fd484a
Teacher Retirement Spikes in Wisconsin Schools
Despite a temporary court-ordered block of the anti-union bill, more teachers in Wisconsin are opting to retire years earlier than planned, rather than face uncertainty over health and retirement benefits. Districts across the state are reporting retirement numbers three times above average. John Matthews, executive director of Madison Teachers Inc, said of the spike in retirement, “that’s a major brain and skill drain. That will have a major negative impact on the educational program”. To read more click here: http://www.edweek.org/tm/articles/2011/03/16/mct_wiretire.html
From NASSP’s Principals’ Policy Blog
House Education and Workforce Subcommittee Examines Education Regulations
The House Education and Workforce subcommittee on Early Childhood, Elementary, and Secondary Education, and the subcommittee on Higher Education and Workforce Training recently held separate hearings on the impact of federal regulations on public schools. The hearings were intended to inform Education and Workforce committee members of the obstacles schools currently face as the committee prepares to rewrite and reauthorize ESEA legislation. Though the two hearings focused on different levels of education, the underlying issues were the same: the unwieldy amount of reporting and data collection required by the federal government overburdens schools and ultimately takes invaluable resources-tangible and intangible-away from the classroom. Read the rest of the blog here: http://www.principalspolicyblog.org/blog/.
Congressional Briefing Held on Children of Immigrant Families
First Focus held a briefing Thursday to discuss policy issues, including education policy, that affect the children of immigrant families. A study released by First Focus in conjunction with the briefing finds children in immigrant families account for nearly one-fourth of all children in the U.S. The majority of these children-88 percent-are U.S. citizens. In addition, an estimated 1.8 million children are undocumented. Many were brought to the United States at a young age and have spent the majority of their lives in the U.S. Under a 1982 Supreme Court Ruling, undocumented children who were brought to the United States by their parents cannot be denied a K-12 education. Though 65,000 undocumented children graduate from American high schools each year, they are unable to pursue college or career opportunities. Read the rest of the blog here: http://www.principalspolicyblog.org/blog/.