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NEWSLETTER NO. 20

29 JANUARY 2003

I was late last night for the meeting. Late because it started at 7pm, conflicting with the annual State of the Union ("SOTU") address given by the President before the Congress. Many were prompt, knowing they could later read the President's speech (http://www.cnn.com/2003/ALLPOLITICS/01/28/sotu.transcript.1/) and that their presence to try to change the dire economic situation of our district's public schools was more pressing than sitting in front of the tube. Local for the moment, not national, was the issue.

But what is national ends up local and what is local is often national in terms of its consequences. From my perspective, I was happy to be tardy for the school meeting for the contrast between the SOTU and then understanding what the nation from the federal, state and local level is really doing - or undoing - for our citizens in terms of education was astounding.

What did the President say about education last night? That he was proud that standards were being imposed to raise the quality of our children's education. An ironic statement in a nation in which the plummeting economy has resulted in cliff-hanging budgets for schools.

A question of priorities and education is losing in the federal government as well as in states and in the cities. It will not help to build more prisons, to maintain our roads, to increase our economy, to fight a warŠ if we do not pay attention to our schools.

What did the President say about us last night? That he was proud of the men and women who serve in our military as we prepare for a war that an enormous number of our citizens do not feel they want or for which they have not yet been given adequate substantiation. That he was proud of those who serve others in civic and social callings - in our country and abroad - and that the administration is proposing legislation and funding to heighten our incentive to volunteer and serve.

But where do all these truly brave and giving citizens come from? They come from our public schools. They come from early education funded by proven organizations like Head Start. They come from our two-year community colleges. They come from our universities.

Governor Gary Locke of Washington State gave the traditional Democratic Party's response http://www.cnn.com/2003/ALLPOLITICS/01/28/dems.transcript/ , prefaced by the story of his immigrant grandfather who emigrated from China to be a servant over one hundred years ago. A story of our nation.

How do we turn immigrants - the heritage of most of us - into contributing citizens, involved in our communities, in our government and often, our leaders? By giving them teachers and small classes so that attention is paid to each individual student. By providing enough educational opportunities not only in the "formal" subjects, but in sports, in the arts, in vocational options and training, and in internships and community service projects that give each one of them - and us - the opportunity, the skills, the benefits to be the best "Americans" we can possibly be.

Gov. Locke said, "The values that sustained us -- education, hard work, responsibility and family -- guide me every day"

So what has happened?????

In the State of California, the cataclysmic shift in the state budget has resulted in horrific cuts for public schools, the reasons for last night's meeting. In the small (16 school) but wonderfully culturally, racially and socio-economically diverse district where my daughter attends school, an immediate $3 1/2 million dollar cut is upon us, with next year's projections to be from $11 -12 million per year, just in this district.

Similar cuts are affecting a heretofore strong system of public schools, community colleges, state universities and a grand University of California system that people from all over the world aspire to attend. And California is far from alone in this dire position.

What does that mean in the public schools? Cuts. Pure and simple: cuts, without much consideration of what the spending priorities of state and local governments really should be, while jobs are being lost 1. In administration, those who help carry out the chosen purpose of the district, including the President's "standards".
2. In educational staff, those who teach and inspire our children to reach for goals and, with the consequence of larger classes, a shortfall of good teachers who no longer wish to be in such an overwhelming environment.
3. In librarianship, those who provide a place where both child and adult can privately learn how to research and discover the wonder of the world, even if they may not have the means to experience firsthand all of its history and elegance.
4. In school facility development and maintenance, often in areas where education is the golden opportunity to rise above the increasingly fewer job opportunities, this may mean fewer places for students to study, visit the bathrooms, let alone have heated, air-conditioned or even well-lighted classrooms.
5. In the incomes of families whose members are the educators, the librarians, the service people whose careers are dedicated to providing a quality education and inspiration to our next generation of citizens.

For you who are the students, some of what this means: 1. Larger classes, fewer teachers, less individual attention, fewer class choices.
2. Possibly no sports program and forget (in the shortsightedness that so many use) music and painting or any photography classes.
3. Someone to talk to? There may be no Dean of Students, Vice-Principal, or counselor to whom you go when you have a concern.
4. Bus transportation? Perhaps your family now will have to pay an annual fee. http://www.globe.com/dailyglobe2/029/metro/Schools_can_charge_fee_for_buses_judge_says+.shtml ("Schools can charge fees for buses, judge says.")
5. College counseling and graduation galas? What do these mean when your opportunities for AP, Honors, good plain teaching and classes, or special education services are being slashed?

And do not think it is any better for college students. "State budget crunches are forcing public universities across the country to take the rare step of hiking tuition midway through their academic years". http://www.stateline.org/story.do?storyId=283866

There are no easy choices. Entrenched interests throughout this nation, political and economic, will not voluntarily give up their share of tax revenues. If we truly believe that a good education is the foundational cornerstone of our democracy and economic prosperity, then we must be prepared to make difficult choices that involve not only pushing for greater funding but decisions about what to do if there is no funding there.

For example, perhaps cuts need to be made by governments at all levels in non-essential areas until we are once again able to afford maintaining both a first-rate educational infrastructure and the luxury of non-essential services. But to some people, mail delivery on Saturday is an "essential" service. To others, a smaller classroom, better paid teachers or afterschool activities will make up for a five-day mail service.

Funding of schools, while greatly assisted by our federal tax dollars, is still a function of state dollars. The choice is ours as to where we want our money to go. Let the global threats not distract us from supporting the very structure upon which this country was built: equality, compassion (our President's words) and liberty. Education is the key to all this. It cannot fail. When we shortchange our students, we shortchange our nation.

For those new to this newsletter, I am the author of TEEN POWER POLITICS: MAKE YOURSELF HEARD, an issue-oriented book for young Americans on civic and political activism. Engagement is integral to our democracy and youth and young voters - citizens and residents already - definitely have the voice, power, intelligence, sense of justice, passion and energy to give the benefit of their participation right now. Updates and resources for change are provided on http://www.teenpowerpolitics.com and my periodic newsletter http://www.teenpowerpolitics.com/newsletters.html.