The following is the first in a series of postings regarding BRTC member Scott Clayton’s experience at a five day policy conference with the Institute for Educational Leadership in Washington D.C.
There is nothing more refreshing for me than to breathe freedom during an early morning run past the Lincoln Memorial, the Washington Monument, the Capitol, and all the various memorials honoring our nation.
From April 12-17 I was in Washington D.C. with the Connecticut cohort of the Education Policy Fellowship Program (http://epfp.iel.org/), which is the main satellite program of the Institute of Educational Leadership (IEL). There were approximately 250 school administrators, university professors, elected officials, and faculty from the U.S. Army War College also in attendance. During this 10 month fellowship, I explored in depth professional research on student achievement, reviewed proposed legislation and met personally with various elected and appointed officials throughout the nation regarding the direction of our public school system.
The main focus of the conference was on the reauthorization of the “Elementary and Secondary Education Act (ESEA)”, “Race To The Top (RttT)” and the “Achievement Gap.” While in D.C. I had the opportunity to hear from senior leadership with the U.S. Department of Education, various domestic policy advisers to the President and private sector entrepreneurs hoping to guide the future direction of the nation’s public schools.
I will sum up my time in Washington D.C. using words of Assistant Secretary of Education, Dr. Thelma Melendez. She said, “Our system (education) misleads the American Public.” Dr. Melendez is a former Superintendent of Pamona Unified School District in CA with over 31,000 students. Dr. Melendez used the following indicators as the basis of her remarks:
- 27% of American teenagers drop-out of high school.
- American 15 year old students are 24 out of 29 nations in math achievement and 21 out of 29 in science achievement.
- American teenagers are 18 out of 24 nations in high school completion.
- The United States is 10th out of all industrialized nations on college completion for people between the ages of 24-34. We are number one for ages 35-65.
- 40% of American college freshman need some form of remedial support.
The reality of these numbers is that the United States will not be competitive in the global economic market if we do not systemically change how we educate our students. Reports such as, “Tough Choices, Tough Times” (http://skillscommission.org.pdf) makes the case that our education system has not transformed in order to keep up with the shifting nature of our economy. To that end, President Obama has entrusted Secretary of Education Arne Duncan to ensure that “by 2020, the U.S. will lead the world in college completion.” The plan to achieve this goal is out lined here: www.2.ed.gov/policy/elsec/leg/blueprint/blueprint.pd. Cynics would say that as 2020 approaches, a new administration will create a different slogan, much the same way that the Obama administration has reshuffled President Bush’s bipartisan initiatives under NCLB to “make all students proficient by 2014.”
While in D.C. I also had the opportunity to meet with Senator Chris Dodd. Senator Dodd stated, “If we ran our businesses like we ran our schools, we’d be bankrupt.” Liberal or Conservative, Republican or Democrat, Senator Dodd’s one line analysis on the current status of the American public school system is not entirely off base. I must add though that there is some degree of irony in Dodd’s statement that I need not explain. I was thoroughly disappointed in Senator Dodd’s staffer, who seemed to think my group was more interested in a taking a photo than in meaningful dialogue. While I disagree with Senator Dodd, I will admit that it was impressive to meet with him.
During the week I also met with a variety of CT elected officials and staffers. First was 2nd district Representative Joe Courtney. Rep. Courtney is on the Education and Labor committee and offered general commentary on the reauthorization of ESEA. However, he did point out that he has some “serious concerns” regarding Secretary Duncan’s proposals. Second was a legislative aide to Rep. John Larson. Since Larson is a former teacher, I figured there would be some meaningful conversation. Unfortunately the well-intentioned young man did not appear to be well-versed on the issues. My next stop was Senator Joe Lieberman’s office. Although I knew ahead of time that I would not be meeting directly with the Senator, I was excited to speak to his “Education Legislative Fellow.” Senator Lieberman is lucky to have Steven Obenhaus, a Calculus teacher from Kansas serving a one-year fellowship advising members of the Senate on education matters. Mr. Obenhaus was quick to note that he’s not in D.C. as a Republican or Democrat. He’s there to inform Senator Lieberman on how federal education policy plays out in a classroom.
Overall I was disappointed in the approximately 10 hours I spent in the Congressional offices, which included the tunnels that connect them all. Despite the fact that my group had appointments set up months in advance, I felt like we were treated like tourists. Maybe this was because the offices were filled that day with thousands of “Tea Party” protestors. Although I was excited to be present for such a momentous occasion, I can’t say that other members of my group shared the same excitement.
You must log in to post a comment.