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Ed on the Issues Education “I believe Massachusetts must be a leader in creating a seamless system of high-quality education, from pre-kindergarten through college, in order to ensure that the next generation will have a secure position in the workforce of tomorrow. To do so, we must invest in programs for children aged birth to three make preschool truly universal, foster a love of learning and in the classroom and beyond the traditional school day, and provide our public school systems with the resources necessary to help all students achieve the high standards we have set for them.” Reforming the Chapter 70 Education Funding Formula/Ensuring Communities Have the Resources to Meet High Standards As a result of the recent fiscal crisis, cities and towns throughout the Commonwealth have been forced to institute large budget cuts, coupled with vast increases to health insurance and fuel costs. These factors created a near perfect storm, which has proven to be devastating to programs in public education and unfairly positioned public school systems against other municipal services. The Commonwealth’s Fiscal Year 2007 budget revamps Chapter 70 and the distribution of funding for public education. Over $3.5 billion is appropriated to public education, which represents an increase of x % or $216 million over Fiscal Year 2006. In addition, all 2nd Worcester District communities received a sizable increase in Local Aid. During the Fall of 2005, the Joint Committee on Education, for which Ed serves as Senate Vice-Chair, conducted a 14-stop statewide listening tour to hear testimony on changes to the Chapter 70 funding formula for public schools and other areas of education reform. The Central Massachusetts hearing, held at the Roosevelt School in Worcester, was instrumental in shaping the Legislature’s Chapter 70 reform plan. The changes to the Chapter 70 funding formula provide districts with increased predictability to aid in their planning. To address adequacy, the formula’s changes include providing districts with an additional $50 in state aid for English Language Learners and $25 in additional state aid for low-income students. And to address issues of equity, the formula reduces emphasis on the property tax by weighing each district’s aggregate income and aggregate property wealth equally in calculating its target local contribution. Ed believes that every child deserves a high-quality public education. He strongly supports additional funding for special education transportation reimbursement and providing funding to districts to accurately reflect the financial costs associated with educating all students, regardless of their educational and psychological needs. Ed believes in high standards and accountability for our public school system. He believes we must imbue these standards at every level of the system – from policy makers to administrators to teachers and students. Ed believes that better public education is a key part of the solution required to curbing our state’s population decline, combating slow job growth and helping to ensure our children will have the skills necessary to allow them to compete in today’s global economy. Ed believes that public education is not only an incentive for families to stay in the Commonwealth, but it helps the state to attract businesses and new residents. Ed supports the changes made to the funding formula and believes there is more to be done - the next step in the Chapter 70 reform strategy is for the Legislature to further reform the foundation budget and the distribution of education aid. Making Massachusetts #1 in Science and Math Education During the Spring of 2007, the Department of Education will begin administering the Massachusetts Comprehensive Assessment System (MCAS) High School Science Technology and Engineering (STE) test. Beginning with the Class of 2010, in order for students to receive a Competency Determination, they must meet or exceed state standards on one of the high school MCAS Science Technology and Engineering tests. Judge Margot Botsford’s 2005 report in the Hancock v. Driscoll case noted that while the maximum recommended number of students per lab class according to the National Science Teachers Association is twenty-four, communities such as Brockton, Lowell and Winchendon have classes with up to thirty students1. In addition, many of our school districts lack updated, aligned curricula and textbooks and materials are outdated and many teachers lack appropriate certification. The decision to add Science and Technology/Engineering as an MCAS requirement comes at a time when student interest in the sciences is rapidly declining both within the Commonwealth and across the nation. According to a National Science Report, 30 years ago, the United States ranked 3rd in the world for students seeking degrees in sciences and engineering; today it is ranked 17th. In 2003, Occupational Employment Statistics projections for 2000-2010 indicate that “over 80% of the fastest-growing occupations and two-thirds of the occupations with the largest job growth are dependent upon a knowledge base in science and mathematics.”2 The amount of engineering degrees awarded declined by twenty percent in the 1990s.3 The results from the 2003 administration of the Trends in International Mathematics and Science Study (TIMSS) indicate that in comparison to its international counterparts, the US ranks 9th when comparing mean 8th grade science scale scores and 6th when comparing mean 4th grade science scale scores. However, over the last ten years, 4th grade scores in science within the US have remained largely unchanged, whereas other countries have made significant improvements. Ed believes that by investing in science and math education, Massachusetts has an as opportunity to secure its competitive position in the global workforce and ensure all students are prepared for the science and technology MCAS requirement. Ed believes that the Legislature must focus on improving science and math education as one of the next steps in its education reform efforts. This focus will help ensure that our students are not only able to meet the state standards required to earn a Competency Determination, but will also secure their position in tomorrow’s workforce. Early Education for All Children According to the National Institutes of Health and Child Development (NIHCD), children who receive high-quality early education are more likely to develop stronger language skills, have better social skills, fewer behavioral problems and out-perform their peers on school-readiness examinations.4 Ed is an original co-sponsor of “An Act Relative to Early Education and Care.” This comprehensive legislation, explicitly outlines the powers and duties of the Department of Early Education and Care, which is charged with devising a plan through which universal access to high-quality pre-Kindergarten programs -- delivered via both public and private providers through a mixture of contracts, grants and voucher programs – is provided voluntarily to all 3, 4 & 5-year-olds throughout the Commonwealth. Governor Romney vetoed the bill, and the Legislature is expected to override the Governor’s veto when it returns in formal session. Ed recognizes that the early years of a child’s life (from birth to age 5) represent a critical period during which the human brain develops more rapidly than at any other period throughout the lifespan.5 Ed believes that this legislation will help to promote the social, emotional, and physical health for all children and will continue to advocate for its passage. Ed recognizing that by investing in early education, the state is investing in its own future. Ed has also been a staunch supporter of state funding for early education support services such as Early Intervention programs, the Massachusetts Family Networks program and early literacy programs and will continue to advocate for these critical services. Public Higher Education: Investing in Our Own Future According to a January 2006 report by the Chronicle of Higher Education, Massachusetts ranks 45th out of the 50 states in per capita spending on public higher education. While this is up from 2004, when Massachusetts was dead last, Massachusetts still has a long way to go. Two thirds of Massachusetts students go on to our state colleges and universities, and the overwhelming majority of them will stay in Massachusetts after they graduate. In March 2006, Ed voted for to significantly increase the state’s investment in its public by $400 million over the next seven years to fully fund annual operating costs for each campus and to make public higher education affordable and accessible to all students. Ed knows firsthand that having the ability to obtain a college degree makes all the difference in the world. Working two jobs and receiving financial aid, Ed was the first in his family to graduate from college. Ed believes that investing in our Commonwealth’s public colleges and universities is an investment in our own economic future. Ed sees a strong public higher education system as vital to creating a seamless world-class educational system from Pre-Kindergarten to grade 16. Ed believes that the state must strongly reaffirm its investment in public higher education. Meeting the Emotional Needs of Young Children A recent nationwide study found that pre-kindergarten students are expelled from school at a rate that is more than triple that of children in grades K-12 Massachusetts ranks 9th out of 40 states surveyed, with a pre-kindergarten expulsion rate of 11.1 expulsions per 1000 enrolled students. In contrast, there are on average 0.8 expulsions per 1000 enrolled students in grades K-12. Recent studies have also highlighted the pervasive mental health problems young children face.6 In Worcester child care centers alone, based on displayed behaviors, 17% of enrolled children were at risk for expulsion, before they were exposed to a mental health intervention program. Ed believes that ignoring these behaviors is detrimental to children throughout the state – putting them at risk not only for early expulsion, but also for longer-term risks of failure and delinquency. Ed strongly supports mental health intervention programs such as the ‘Together for Kids’ program in Central Massachusetts that have been shown to have a positive, statistically significant impact on children's social and emotional development and challenging behaviors. ‘Together for Kids,” for which Ed helped secure $1.4 million in FY07, has led to reduced expulsions from preschool and helped children with developmental delays catch up to their peers. Moving Beyond the Traditional School Day: Expanding Learning Time Considering the common 6.5 hour school day and 180-day school year, American children currently spend 80% of their waking hours out of school.7 It is essential that our communities provide opportunities for children and adolescents to participate in high-quality after-school programs that offer academic support, as well as opportunities for physical activity and mentoring. The single most commonly expressed goal in education today is having “all students achieve high standards.” However, charting the course to help all students meet this goal has been difficult. Educators and policymakers alike are faced with the realities of an era in which resources are scarce - both time and money are limited - and standards are high, with all parties held accountable for meeting or exceeding these standards. Extended learning time provides students with the opportunity to have rich, well-rounded school experiences in which their academic experiences are enriched by extracurricular activities, interactions with caring adults, and the opportunity to be a part of a community that emphasizes the well-being of children and youth as its top priority. Massachusetts is on the cutting edge in its efforts to address this challenge by extending learning time by lengthening the school day or year. Five districts, including Worcester, are slated to implement extended learning time at select schools in the Fall with the start to the next school year. Ed helped secure $6.5 million in funding for school districts throughout the state who seek to implement extending learning time in their schools. Ed believes that this groundbreaking initiative will help fulfill the promise of higher standards and narrow the achievement gap while not compromising enrichment opportunities that are being eliminated from the standard school day such as music, art and physical education. School Nurses and School-Based Health Centers School-Based Health Centers (SBHC) promote the health and well-being of children and adolescents throughout Massachusetts by providing high-quality, primary and preventative healthcare services to students on school grounds. There are currently more than 50 school-based health centers throughout Massachusetts that collectively serve more than 16,000 students. These centers have been shown to reduce absenteeism, lead to a decrease in emergency room visits, and alleviate the time and financial burden for families. Ed co-sponsored legislation that grants professional teacher status to school nurses, giving school nurses the recognition they rightfully deserve. Ed Augustus believes that the health and well-being of all children must be one of the state’s top priorities. Ed helped to secure a $15 million earmark for SBHC within the Fiscal Year 2007 budget. Ed believes that school nurses and school-based health centers play a vitally important role in providing preventative heath care to those who need it most – low-income children without health insurance need reliable care at a convenient location. He will continue to work with his colleagues in the Legislature to garner additional support in the upcoming budget. Bullying/School Safety As a co-sponsor of legislation entitled “An Act Promoting Safe Schools,” Ed recognizes the need for school districts to include within their “Code of Conduct” a statement prohibiting bullying and a plan to prevent bullying. The goal of this legislation is to provide schools with assistance in creating effective bullying prevention programs that allow both staff and students to focus on the activities of teaching and learning. “An Act Promoting Safe Schools” also requires the Board of Education to create an approved list of bullying prevention resources and materials. This list will be available to all school districts throughout the Commonwealth. Additionally, this legislation calls for the creation of rules and regulations defining reporting requirements for bullying incidents. Ed Augustus believes that every child has the right to go to school in a safe and secure environment. Ed also believes that bullying, harassment and intimidation disrupt a school’s ability to provide its students with the highest quality education and threaten public safety by creating a hostile atmosphere and an environment in which these behaviors can turn into violence. Ed will continue to work with school districts to formulate effective strategies and policies to help foster school environments free of intimidation, harassment and bullying. Supporting Our Public Libraries For over one hundred and fifty years, public libraries have been an integral part of communities throughout the Commonwealth, providing books, academic materials, and vast information services. The very first public library in the United States of America was founded in Franklin, Massachusetts with books donated from the collection of Benjamin Franklin. Also, back in 1848, the Boston Public Library was established in Copley Square as the first publicly supported municipal library in the United States. The BPL also holds the distinction of being the first public library to lend a book and have a book room exclusively for children’s books. Today, libraries have evolved to offer much more than books. They are an invaluable resource to our cities and towns – offering print and electronic materials, community resources – serving not only as a dispensatory of knowledge and information but as a welcoming gathering place for citizens of all ages. Recognizing the important role libraries play in our communities, Ed Augustus authored legislation entitled “An Act Establishing the Public Libraries Fund.” Inspired by Massachusetts’ Public Higher Education Endowment Incentive Program, this legislation is intended to boost support for public libraries across our Commonwealth by creating a fifty cent match for every dollar raised by public library foundations, up to $100,000. The FY07 budget included $250,000 to begin the matching grant program. Ed also helped secure increased funding for the Worcester Talking Book Library Programs, a statewide technology and resource sharing program and increased state aid of regional libraries.
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