www.ourfuture.org<br><br>Dear Member,<br><br>As a teacher, parent and activist, I believe that every child has the right to a quality education, and I am deeply distressed that — despite the repeated political promises — President Bush is short-changing our children. And, what's worse, the President's own budget calls for deeper cuts in education beginning just after the election.<br><br>By acting together, we can challenge this failure. Please join us in what will be the largest citizen mobilization for great public schools ever:<br><br>http://www.greatpublicschools.org/hostsignup<br><br>On Sept 22, 2004, parents, teachers, students and concerned families will come together at meetings in homes, schools and churches across the country to launch a citizen-led fight for our public schools. The Campaign for America's Future — along with MoveOn.org, the National Education Association and more than 40 allied groups — are joining forces to sponsor these community meetings. Together on September 22nd, thousands of us will convene to confront the President's failing grades on education, and begin to develop real solutions for our children's future.<br><br>Please join the more than 2,300 teachers, parents and students who have already registered to host house parties this September. Volunteer today to host a house party for great public schools:<br><br>http://www.greatpublicschools.org/hostsignup<br><br>While education challenges mount, President Bush and Congress have broken their promise to fund the "No Child Left Behind" act. The result: Washington is placing greater burdens on schools, while shortchanging them nearly $27 billion — resources essential to making reforms work. <br><br>Despite his lip-service, President Bush is NOT taking the action needed to provide American children with first-rate educations. We're cutting taxes for millionaires while laying off teachers. We're building schools in Iraq, while slashing school construction funding at home.<br><br>The facts speak for themselves:<br><br> * More American children than ever are pouring into already overcrowded schools.<br> * Many attend their first day of school without the preschool so vital to learning.<br> * America now faces the largest wave of teacher retirements in our country's history, while young teachers leave the classroom at alarming rates.<br> * 14 million children are home alone after school, but after-school programs are the first to be cut in the current budget crunch.<br> * College costs are soaring, and loan and grant programs are not keeping up.<br><br>We have to put education back on the agenda in reality, not in rhetoric. And the only way that will happen is when teachers, parents, students and citizens join together to demand that our children's education be given the priority it deserves:<br><br>http://www.greatpublicschools.org/hostsignup<br><br>On September 22nd, our house parties will jump-start the national movement for our children's education — and we've made them lively and easy to host. As a house party host, you'll receive a free video or DVD to air at your party, and a resource kit to guide you every step of the way. The parties will provide a living room setting for friends and neighbors to talk about the challenges facing our schools and how we can make a difference.<br><br>I urge you to host a house party on September 22nd — and join the mobilization for great public schools. It is the beginning of a movement for change, one living room at a time. Please join us:<br><br>http://www.greatpublicschools.org/hostsignup<br><br>Thank you.<br><br>Sincerely,<br><br>Robert L. Borosage, Co-Director, Campaign for America's Future<br><br>
Loc: New Hampshire
When I was growing up we had an organization that made sure I studied and got good grades. It was called "My Parents".<br><br><br><br>[color:blue]All your sock puppets are belong to us</font color=blue>
My parents too, but I also agree with holding schools responsible for teaching our kids. That's something I haven't heard any Democrat talk about.<br><br>PS: Good to see you here again cherry. Shouldn't you be getting ready for the big storm?<br><br><br>Salus populi suprema lex
Salus populi suprema lex
<blockquote><font size=1>In reply to:</font><hr><p>Despite his lip-service, President Bush is NOT taking the action needed to provide American children with first-rate educations. We're cutting taxes for millionaires while laying off teachers. We're building schools in Iraq, while slashing school construction funding at home.<br><p><hr></blockquote><p> When I was a kid there was a building I went to every day which was called a "school". Inside this building was a person sometimes called a "teacher".<br><br><br><br>luciferase
[color:red]Bipartisan Education Reform</font color=red><br><br><blockquote>“Under the No Child Left Behind Act, every student in this country will be held to high standards, and every school will be held accountable for results. Teachers will get the training they need to help their students achieve. Parents will get the information and choices they need to make sure their children are learning. And together we will bring the promise of a quality education to every child in America.”<br>-President George W. Bush, June 10, 2003</blockquote><br><br>Bipartisan Education Reform - President Bush submitted his framework for education reform, No Child Left Behind (NCLB), three days after taking office and secured overwhelming bipartisan support less than a year later. NCLB represents the most significant overhaul of Federal education policy since 1965, when the Elementary and Secondary Education Act was passed. NCLB creates strong standards in each state for what every child should know and learn in reading and math in grades 3-8 and holds schools accountable for closing the achievement gap between students of different socio-economic backgrounds. <br><br>High Standards and Accountability - Since President Bush signed NCLB into law, all states have developed a plan to ensure that every student becomes proficient at reading and math and that achievement gaps are closed between students of different socio-economic backgrounds. States, districts, and schools are using their unique accountability plans to measure the progress of student achievement, report student and school progress to parents, identify for improvement those schools not making adequate yearly progress, provide support for the improvement of schools and districts, and provide options – including public school choice and tutoring – for children in underperforming schools. <br><br>Historic Levels of Funding - President Bush's overall Fiscal Year (FY) 2005 budget represents a 49% increase for elementary and secondary education since FY 2001. It includes an additional:<br><br><blockquote>$1 billion in Title I funding for disadvantaged students, for a total that represents a 52% increase since FY 2001.<br>$139 million for reading programs totaling four times the amount spent in FY 2001.<br>$1 billion for special education programs, for a 75% increase since FY 2001.</blockquote><br><br>Reading First and Early Reading First - President Bush proposed and signed into law the Reading First and Early Reading First initiatives as part of his unequivocal commitment to ensuring that every child can read by the third grade. These programs enable more children to receive scientifically-based reading instruction programs in the early grades. Over $1.8 billion in Reading First funds have been distributed to the 50 states and the District of Columbia to provide training and instructional materials to tens of thousands of teachers. In addition, since the passage of NCLB, states have received almost $200 million in funds for early childhood reading efforts through such initiatives as Early Reading First and the Early Childhood Educator Professional Development program. <br><br>Options Available for Parents - Using tutoring money provided under NCLB, low-income parents of children in schools that have been identified as needing improvement can select from the over 1,600 supplemental service providers approved by the states. With this option, parents, for the first time, can find a program that is focused, rigorous, and directed at the specific needs of their child. Under NCLB, states and school districts publish report cards showing how well students in each socio-economic sub-group are achieving so that communities and parents can know how well their schools are doing. <br><br>Providing Parents with School Choice - President Bush worked with Congress to include a school choice program in the FY 2004 Omnibus Appropriations bill for approximately 1,700 low-income children in the District of Columbia to attend the school of their choice. The President has also requested funding in his budgets for a Choice Incentive Fund, which would support efforts to provide parents, particularly low-income parents, of students who attend low-performing schools with opportunities to transfer their children to higher-performing public, charter, or private schools. <br><br>Jobs for the 21st Century - In his 2004 State of the Union Address, President Bush announced Jobs for the 21st Century – a comprehensive plan to better prepare workers for jobs in the new millennium by strengthening post-secondary education and job training and improving high school education. This plan includes $583 million in new funding for education and job training programs.<br><br><blockquote>Strengthening Access to Post-Secondary Education and Job Training: The President’s plan will expand opportunities for workers to access post-secondary education to get the job training and skills to compete in a changing and dynamic economy and fill jobs in emerging industries – including $250 million to fund partnerships between community colleges and employers in industries that are creating the most new jobs, and $33 million for expanded Pell Grants for low-income students who complete rigorous coursework in high school.<br><br>Improving High School Education: The President’s plan will also improve the quality of education at our Nation’s high schools and better prepare students for success in higher education and the job market – including $100 million to help striving readers, $120 million to improve math education, $40 million to bring professionals with subject-matter knowledge into the classroom, an additional $28 million for Advanced Placement teacher training, and $12 million to expand the State Scholars program to all 50 states to encourage high school students to take a rigorous curriculum.</blockquote><br><br>Strengthening and Modernizing Support for Vocational Education - The major federal program for vocational education, the Perkins Vocational Education program, has gone through numerous changes without significant improvements in student achievement since its founding in 1917. President Bush proposes to greatly improve this program to better serve the needs of the 21st century worker. The President’s proposal redirects $1 billion in annual funding from the Perkins Vocational Education program into a new Secondary and Technical Education program (Sec Tech) that would provide traditional vocational education with a stronger focus on academic achievement. The President’s proposal requires high schools participating in the program to offer 4 years of English, 3 years of math and science, and 3˝ years of social studies as part of their vocational education curriculum. <br><br>Presidential Math and Science Scholars Fund - To ensure that America remains the world leader in the innovation economy – and to ensure that America’s graduates have the training they need to compete for the best jobs of the 21st century – President Bush wants to expand opportunities for math and science education in colleges and universities. The President proposes establishing a new public-private partnership to provide $100 million in grants ($50 million in federal funding to be matched with $50 million in private funding) to low-income students who study math or science. Under this plan, approximately 20,000 low-income students would receive up to $5,000 each to study math or science. <br><br>Assessing Whether High Schools Are Producing Educated Graduates - To ensure that students graduating from high school have the skills they need to succeed in post-secondary education or in the job market, the President has proposed to include 12th graders in the National Assessment of Educational Progress (NAEP). Currently, states are required to participate in the NAEP in 4th and 8th grades, in reading and math, every two years. Extending this requirement to 12th grade will enable educators to assess whether high schools are meeting the needs of students so that students have the skills they will need to succeed. It will also help to identify areas where they are not meeting the needs of students and to strengthen curricula to ensure improvement. <br><br>Pell Grants - The President’s FY 2005 budget increases funding for the Pell Grant program, which provides grants to needy undergraduate students, by $4.1 billion, or 47%, since FY 2001, from $8.8 billion to $12.9 billion. In addition, the number of Pell Grant recipients has risen by approximately one million since FY 2001, while the maximum grant has increased from $3,750 in FY 2001 to $4,050 in FY 2005. <br><br>Myths vs. Facts<br><br>Myth: President Bush walked away from his commitment to fund public education, shortchanging public schools by $6 billion. <br>[color:red]Fact:</font color=red> President Bush is investing more resources in America’s students than at any time in history. President Bush has provided more funding for K-12 education than any other Administration.<br><br>The President’s 2005 budget would increase:<br><br><blockquote>Elementary and secondary education funding by 49% since 2001, from $24.8 billion to $37 billion<br><br>Overall Department of Education funding by 36%, from $42.2 billion to $57.3 billion<br><br>Title I funding for disadvantaged students by 52% (a $4.6 billion increase)<br><br>Special education funding by 75% (a $4.7 billion increase)<br><br>Funding for teacher recruiting and retaining highly qualified teachers by 39%, from $2.1 billion to almost $3 billion<br><br>Funding for reading programs by four times, from $286 million to $1.26 billion</blockquote><br><br>Two independent studies (the first by the Education Leaders Council and the second by James Peyser, Chairman of the Massachusetts Board of Education, and Robert Costrell, chief economist in the Massachusetts Executive Office for Administration and Finance) have also concluded that NCLB provides enough funding to cover the costs of implementation. President Bush realizes what all good parents know – that spending alone does not improve education. Parents and students deserve accountability to ensure funds are delivering real results for children. <br><br>Myth: No Child Left Behind “punishes” schools if they fail to make adequate yearly progress. <br>[color:red]Fact:</font color=red> NCLB provides options for children who attend low-performing schools to choose another public school or to take advantage of tutoring. These options don’t “punish” schools, they help children. <br><br>It is unfair to require a student to stay in a low-performing or unsafe school. When a school is designated as needing improvement, it means that there are children who need additional help and resources. NCLB ensures that student needs are diagnosed and help is administered so that students have the knowledge and skills they need to succeed. <br><br>Schools in need of improvement are eligible for additional funding and technical assistance from the state. NCLB provides more than $500 million under the Title I program in 2004 for states to spend on schools in need of improvement for new curricula, teacher training, etc. <br><br>Myth: No Child Left Behind fails to improve student achievement in public schools.<br>[color:red]Fact:</font color=red> Schools around the country are already showing improvement under NCLB. <br><br>According to a study released in March by the Council of Great City Schools, the achievement gap in both reading and math in urban schools between African Americans and whites, and Hispanics and whites, is narrowing. The report shows that all children can indeed learn if given the chance. In an April 2004 Chicago Sun-Times analysis, Chicago public school children who transferred from schools in need of improvement to higher-performing schools under NCLB showed substantial improvements in reading and math scores. These transfer students averaged an 8 percent greater learning gain in reading and math than the national average – compared to their original school where the previous year their gains were 24 percent lower in reading and 17 percent lower in math than the national average. That is a huge turnaround. <br><br>Some say that testing causes teachers to teach to the test. Is that true? <br><br>State assessments are expected to measure how well students meet the state's academic standards, which define what students should know and be able to achieve in different subject areas at different grade levels. If a test measures basic knowledge in reading and math, then teaching to the test means teaching the basics of reading and math. If teachers cover subject matter required by the standards and teach it well, then students will master the material on which they will be tested – and probably much more. In that case, students will need no special test preparation in order to do well. And test results help teachers determine which students are learning and which students need more help. <br><br>Isn’t No Child Left Behind just a backdoor way to propose vouchers? <br><br>No Child Left Behind is about improving our public schools. Under NCLB, states are given the ability to design an accountability system for its schools that takes into account each state’s unique circumstances. In order for a school to be designated as in need of improvement, a school must fail to make adequate yearly progress for two consecutive years before it must offer public school choice to parents. When schools are identified as in need of improvement, states have additional funding and technical assistance to offer to these schools. President Bush wants to see every public school in America succeed, and has provided unprecedented funding for public elementary and secondary schools since coming into office. <br><br>Isn’t it unfair to measure the performance of schools based on different subgroups? <br><br>The underlying premise of NCLB is to make sure that no child, of any background, is left behind. It is not enough to know the average student performance of a school. We need to be sure that schools are serving all students, including minority and disadvantaged students. Nationally, on the National Assessment of Educational Progress reading test, black and Hispanic fourth-graders score at least 26 points lower than white students in the same grade. We must not ignore this gap, and NCLB gives educators the tools to know which students are learning and which students need more help; this is the only way to ensure that all kids are learning. <br><br>President Bush proposes Enhanced Pell Grants for students who take a rigorous high school curriculum. Why isn’t this funding used to raise the maximum Pell Grant? <br><br>The President’s Budgets have raised the maximum Pell Grant from $3,750 to $4,050. Additionally, research shows that many high school students are not graduating with the knowledge and skills they need to succeed in college. Providing Enhanced Pell Grants is a way to encourage low-income high school students to take a more rigorous curriculum so that they are prepared for college coursework. Students who enter college academically prepared are more likely to graduate and to graduate on time. <br><br>Kerry is Wrong for Education<br><br>Kerry Flip-Flopped on No Child Left Behind: Kerry voted in favor of NCLB and called it “groundbreaking” legislation that “focuses on increasing student achievement and provides increased resources and flexibility in exchange for increased accountability." But on the campaign trail, Kerry attacks the same legislation he voted for.<br><br>According To CQ Weekly, Kerry Has "Thin Record" On Education. "[O]n education and health care, two of the most important domestic battlegrounds between Democrats and Republicans, Kerry has a thin record." (David Nather, "Kerry’s Complex Record And His Pursuit Of The Presidency," CQ Weekly, 4/24/03)<br><br>Kerry Has Been “Absent” From Education Debates: The Senate didn’t debate a single Kerry amendment during the No Child Left Behind negotiations in 2001. In 2003, Kerry missed 292 votes (64%), including at least 24 important education votes. Ironically, three of these missed votes were on amendments that would have funded proposals he claims to support as part of his presidential campaign. <br><br>Kerry Wants to Weaken NCLB’s Call For High Standards: Kerry weakens accountability by focusing on performance indicators such as teacher attendance instead of student achievement. <br><br>Kerry’s Proposals Weaken Teacher Standards: About 70% of middle-grade math classes in high-poverty and high-minority schools are assigned to a teacher who lacks even a college minor in math or a math-related field. Kerry makes this worse by allowing hundreds of thousands of high school graduates, without any training, to serve as teachers and teacher aides. <br><br>Kerry Believes Offering Children Tutoring and the Option to Attend Another School is “Punishment:” Kerry says tests should not be used to “punish” our schools by allowing students to transfer to another public school or take tutoring. Providing a child with options and more one-on-one assistance is not punishment – it is a lifeline for students who need extra help. <br><br>Voicemail for Teachers Is Not Serious Education Reform: Kerry wants the Federal government to pay for every teacher to have voicemail. Our nation faces serious education challenges that have significant implications for our society and economy. These serious challenges need serious reforms, not answering machines. <br><br>Kerry Will Often Propose “Controversial Ideas” But “Almost Never Follows Up.” “In 1998, John Kerry took on the teachers’ unions. … If you look back over the span of John Kerry’s career, you find that every few months or years he takes a hard look at some thorny public issue. … The problem is that he almost never follows up. When [Kerry] makes these speeches he habitually asserts that he will mount a long public crusade. But then he takes his controversial ideas, jams them into a jar and buries them in the backyard.” (David Brooks, Op-Ed, “Kerry's Good Intentions,” The New York Times, 1/24/04)<br><br>****************<br><br>[color:blue]VOTE</font color=blue>[color:red] for President George W. Bush on November 2, 2004</font color=red>
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When was that? 1950s '60s?<br>Are you unaware of the cost of living these days?<br>Most parents don ot have the option of staying home with kids.<br>(you should check out the real world-2004 sometime)<br><br>
We have lots of those here in Memphis. In fact we have a bunch of schools that are below the 50% utilization rate. We also have so many teachers that you can't swing a cat without hitting one. (don't get me wrong I really like teachers)<br><br>But 53% of graduating high school seniors can't read, write, or do math at the 8th grade level. Now I have heard the arguments about poor kids not getting an education, but the poorest schools here in Memphis with 90% of the students classified as poor minority kids, they still have 47% of them able to read, write, and do math at the 12th grade level. The 47% who can are coming from the same neighborhoods as the 53% who can't. So where is the problem. It's in two places. It's the parents and the schools. Throwing money at the schools is not the problem, and the teachers are actually paid very well. One of the biggest problems I learned about comes from a friend of mine who is a teacher here in Memphis. She is African American and teaches grade school in the inner city. The Democrats here in town have a policy of "Social Progression" where a child failing in grade school is moved on to the next grade regardless. Their reasoning is that it would be racist to hold these kids back. They also don't contact the parents when the child is failing, because they don't want the parents to get mad and punish the childeren for getting bad grades. Candy is livid over this stuff. She also told me that some teachers have taken to correcting the kids answer sheets to get more passing grades.<br><br>Throwing more money at education is not the answer. Bush spent the following:<br>Elementary and secondary education funding by 49% since 2001, from $24.8 billion to $37 billion<br>Overall Department of Education funding by 36%, from $42.2 billion to $57.3 billion<br>Title I funding for disadvantaged students by 52% (a $4.6 billion increase)<br>Special education funding by 75% (a $4.7 billion increase)<br>Funding for teacher recruiting and retaining highly qualified teachers by 39%, from $2.1 billion to almost $3 billion<br>Funding for reading programs by four times, from $286 million to $1.26 billion<br><br>I agree with holding schools accountable, and I agree with giving parents the option to move thier childeren to better schools if the one they are in isn't getting the job done.<br><br><br>Salus populi suprema lex
Salus populi suprema lex
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