NSBA's Letter to Congress: August 2, 2007
August 2, 2007
Member
United States Congress
Washington, DC 20510
Re: Education Provisions in H.R. 2272, “The America COMPETES Act”
Dear Member:
On behalf of the 95,000 school board members who serve the nation’s 48 million students in our local public school districts, the National School Boards Association (NSBA), wishes to comment on the education provisions contained within H.R. 2272, the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science (COMPETES) Act of 2007, which is expected to be considered by the full House this week.
As you know, the continued success of our education system requires that we adopt modern methods and new strategies to remain effective and relevant in the 21st century. In communities around the country, school districts are rising to meet this challenge. However, providing students with the knowledge, skills, and technical expertise that they will need to be successful, requires a collaborative effort among all stakeholders—local, state, and federal. NSBA believes the following provisions included within the America COMPETES bill are important steps in this direction.
Teacher Quality
NSBA is pleased that the conference committee included in this bill the important provisions that were contained in H.R. 362, the “10,000 Teachers, 10 Million Minds Science and Math Scholarship Act,” sponsored by Representative Bart Gordon and supported by school boards. This legislation is one approach that can help to increase the supply of knowledgeable and well-supported math and science teachers with targeted assistance to encourage them to commit to teaching in high-need schools where shortages of qualified teachers are most acute.
Specifically, the bill authorizes scholarships of up to $10,000 a year for three years for prospective teachers to earn a bachelor’s degree in science, technology, engineering, and math (STEM) fields with a concurrent teaching credential. In addition, the legislation aims to boost professional development, mentoring and induction programs for teachers of these subjects, and encourages existing teachers to further develop their knowledge base and classroom skills through financial assistance toward 2- or 3-year master’s degree programs.
In addition, NSBA applauds the inclusion of language which specifies that the recommendations made by the national panel created to identify best practices in the teaching of STEM subjects do not constitute a mandate of a specific K-12 curricula and does nothing to limit school boards’ authority regarding curricula matters.
Advanced Placement
NSBA supports provisions in the bill to increase the availability of, and enrollment in, AP, pre-AP, and International Baccalaureate (IB) courses for students in high-need schools. Research has shown that students who take AP courses are more competitive with their international peers on international assessments, and are more likely to pursue higher education degrees in STEM subjects.
School boards are pleased that legislators recognize school districts will need additional resources to develop and sustain AP curricula, hire qualified staff, expand professional development, supply the necessary instructional materials to offer these courses, and offset the costs of exams to students in order to make this program successful. In rural or remote areas where qualified teaching staff may be limited and student demand scarce, it may not be possible to offer such courses on-site, making the ability to provide them online through technology essential.
We are disappointed, however, that this program contains such a high matching funds requirement—200% or 100% in high-need areas—which may serve to discourage school districts from participating in the program. Given this, we feel the provision in the bill allowing the Secretary to waive the requirement in cases where it would result in serious hardship is absolutely essential.
Math Curriculum
NSBA is also supportive of legislative provisions that would provide federal resources to help local school districts implement rigorous mathematics curriculum, particularly in areas that are challenged by a lack of qualified teachers in these subjects and/or are struggling to meet adequate yearly progress (AYP) goals under No Child Left Behind. These resources will go a long way in helping school districts to implement comprehensive mathematics initiatives, by providing resources for targeted professional development, instructional materials, and assessments. NSBA appreciates Congress’ intent to work with states and local school districts in a way that is positive and not punitive to improve student achievement and agrees that such a program should not be construed to endorse or favor any particular curriculum.
Foreign Languages
Additionally, NSBA supports efforts to encourage partnerships between local school districts and institutions of higher education to expand foreign language opportunities for students. Exposure to these subjects can have a significant impact on generating student interest in these fields, and will help prepare students to be more competitive in the global marketplace.
Conclusion
While NSBA appreciates the number of the education provisions contained in the America COMPETES bill, we are disappointed that this legislation does not address the integration of technology into the classroom. This policy area is essential if we are to outperform our global competitors and enrich the quality of learning in our public schools. We hope that Congress will include such initiatives in future legislation.
We thank the conference committee for its work on this important legislation and look forward to its successful passage. In addition, we look forward to continuing to work with Congress to strengthen American competitiveness through our public schools.
If you have any questions, please do not hesitate to contact Chrisanne Gayl, Director of Federal Programs, at (703) 838-6763 or cgayl@nsba.org, or Marcus Egan, Director of Federal Affairs, at (703) 838-6707, or megan@nsba.org.
Sincerely,
Michael A. Resnick
Associate Executive Director