Mr. Chair, I represent Virginia's two largest school districts, which have a combined enrollment of more than 265,000 students. As a parent and former member of the Fairfax County Board of Supervisors, I know the success of our community…
Mr. Chair, I represent Virginia's two largest school districts, which have a combined enrollment of more than 265,000 students. As a parent and former member of the Fairfax County Board of Supervisors, I know the success of our community and others across America is directly related to the quality of our local schools. Fortunately, we have strong local support for our schools, particularly within the business community, which recognizes the value of investing in our young people and future workforce. As a result, our community has the nation's premier high school for science and technology and strong academic achievement across all student groups. That has attracted families and employers to our region, which now is home to Virginia's largest public university and 10 Fortune 500 companies.
The long-overdue reauthorization of ESEA presents us with a tremendous opportunity to improve learning conditions for students and teachers. Sadly, the Republican bill before the House today retreats on that promise and, contrary to its title, will not provide the necessary tools for all students to succeed. H.R. 5 cuts federal education support by $1 billion next year and locks in the reduced levels of funding under sequestration for the foreseeable future. It also changes how those dollars are allocated, diluting services for low-income students and English language learners. That represents a disinvestment in our classrooms, and it will put our children--and our nation--at a competitive disadvantage. The U.S. Chamber of Commerce specifically cites the lack of rigorous college- and career-ready standards in opposing the Republican majority's bill. Fairfax County Public Schools Superintendent Karen Garza also expressed concern about the reduced level of funding in this bill, and I am including a copy of that letter.
I also am troubled by the changes being made in the standards for children with disabilities. For all of its flaws, one of the positive outcomes of No Child Left Behind was the fact that it held school districts accountable for the progress of every child, which provided students with disabilities the opportunity to learn--and in many cases master--grade level content and advance alongside their peers. The Republican bill will cast that success aside and allow states to teach and assess students with disabilities under an alternate, less- challenging set of standards. That is unacceptable, and it is one of the reasons why organizations such as the National Disability Rights Network oppose this bill.
Further, the Republican bill does not adequately address two other important programs that support students in our community. First, H.R. 5 eliminates the dedicated funding for before- and after-school programs that have a proven record for providing academic and social support, particularly for at-risk students, and for improving classroom achievement. For example, when I was Chairman of the Fairfax County Board of Supervisors, we received a federal 21st Century Community Learning Center grant. At the time, we were concerned with the growing rate of gang participation and gang-related crime being committed by young people. We used that federal grant to help expand our after- school programs from just 3 middle schools to all 26. Community and business partners also came forward to provide summer-school scholarships and mentoring support. As a result, gang participation dropped by half. Unlike H.R. 5, the Democratic substitute offered by Ranking Member Miller would create a separate dedicated funding stream to support before- and after-school programs so that we are offering positive enrichment opportunities for young people.
H.R. 5 also reduces funding for homeless students despite the fact that we've seen a 57% increase in the nation's homeless student population in the past four years as a result of the Great Recession. Even in my district, which is ranked as one of the wealthiest in the nation, we have nearly 2,500 homeless students in our classrooms. That is a 40% increase compared to five years ago. We must do more, not less, to support these young people who should not have to worry about where their next meal will come from or where they will sleep tonight while they try to navigate the social and academic challenges of a typical school day. The Democratic substitute will ensure more students suffering homelessness will receive the vital support they need to have some sense of stability in their lives.
Mr. Chair, the education of our children should not be driven by partisan ideology, yet that is what House Republicans have brought before us today. Their so-called reforms will, in fact, leave children behind. If we are to fulfill the promise of having a world-class education system, then we need to provide adequate support and funding for our schools, teachers, and students. I urge my colleagues to oppose H.R. 5 and to support the Democratic substitute so we can do just that.
Letter from FCPS Superintendent Garza
Honorable Gerry E. Connolly: We wish to share our comments
and concerns regarding the Student Success ACT (H.R. 5), a
proposed reauthorization of the Elementary and Secondary
Education Act (ESEA), which may be on the House floor later
today.
The Fairfax County School Board strongly supports the
ideals embodied by ESEA, namely that every child is capable
of learning and that every school and school division must be
held accountable for educating every student to his or her
potential, but has been deeply concerned about the intrusive
administrative and fiscal burdens placed on local school
divisions by ESEA in its current form. In terms of the
entirety of H.R. 5, Fairfax County Public Schools (FCPS)
agrees
with the position taken by the National School Boards
Association (NSBA); which supports the long overdue
reauthorization included in H.R. 5 in concept, but which
urges some significant changes (such as the reinstatement of
state Maintenance of Effort (MOE) provisions as well as
removal of authorizing funding caps which would hold
appropriations to current sequestration levels and then
freeze them for five years) prior to its eventual passage. We
would also concur with NSBA in opposing any amendments
proposing to add private school vouchers or Title I
``portability'' to the legislation.
We specifically want to draw your attention to one possible
amendment to H.R. 5 which could have a very significant
impact on FCPS. It is our understanding that Congressman
Glenn Thompson (R-PA) plans to introduce language similar to
his All Children Are Equal Act (ACE Act, H.R. 2658), which if
adopted would have a significant negative impact on FCPS
Title I funding (a projected loss of $5.4M in Title I funding
over four years, see chart below) and on Fairfax students who
are living in poverty. We would urge you to reject that
amendment.
Title I is intended ``to ensure that all children have a
fair, equal, and significant opportunity to obtain a high
quality education.'' Students living in poverty and schools
with high poverty rates have educational needs that require
additional resources from Title I funding to ``level the
playing field'' regardless of their location. Some states are
divided into many small school districts, some of which have
only one secondary school and very few elementary schools.
Other states have designated school districts in alignment
with very large geographic counties, where districts may
include hundreds of schools. Large school districts may
include urban, suburban and rural-like components all within
the boundaries of one large division. Children and schools
located within ``pockets'' of poverty in a large district
have the same educational resource needs as those in smaller
school districts with fewer students. The diverse settings of
schools with high poverty rates from state to state require
diversity within Title I funding formulas so that schools
from both small and large districts can receive resources to
support needy students.
The particular amendment the House may consider seeks to
phase in a shift in the funding distribution formula for
Title I from calculations that are currently based on both
absolute numbers of students in poverty as well as on
percentages of students in poverty, to one reliant only on
percentages. Given Fairfax's size (with over 180,000
students); FCPS has a relatively low overall poverty rate but
a very significant number of students in poverty. As of 2011,
there were an estimated 15,915 children between the ages of 5
and 18 living at or below the poverty rate in Fairfax County.
That number exceeds the total student population in all but
15 jurisdictions in Virginia (there are 133 total school
divisions in Virginia). While Fairfax's overall percentage of
free lunch eligible students was just over 20% in the 2011-
2012 school year, 22 Fairfax schools had a free lunch
population of greater than 50% (with the highest schools
having over 74% eligible students). In total, over 46,000
Fairfax students are eligible for the free and reduced lunch
program, which has an eligibility threshold of up to 185% of
the poverty rate.
For small school districts, the percentage system can be
advantageous, as they may not have large absolute numbers of
students. For larger school districts with ``pockets'' of
poverty, the absolute number system may level the playing
field so that schools with high poverty rates may receive
appropriate resources, even though the overall poverty rate
of the entire division may not be as high as a smaller
division with fewer schools.
If only the percentage system were used, as would be
proposed by Rep. Thompson's amendment, students in high
poverty schools in larger school districts would lose Title I
funding support. Students in poverty are not able to choose
whether they live in a small or large school district, nor
can they determine the percentage of poverty in the school
district in which they live. Nonetheless, regardless of where
they live, their needs are similar and they deserve
equivalent access to Title I resources.
The current system, which includes the options of both the
percentage and absolute number calculations, provides a
balanced approach for both small and large districts, and
thus provides necessary Title I resources for students in
high poverty schools, no matter where they live. For these
reasons, the current two alternative weighting systems,
percentage and absolute number, should be continued in
calculating Title I funding allocations, so that students in
high poverty schools can equitably receive Title I resources
whether they live in a small or large district.
FCPS would strongly support additional overall funding for
the Title I program should that be part of the discussion,
but again urges you to reject Rep. Thompson's Title I formula
amendment if it is introduced. If you have questions or
concerns, please feel free to contact Michael Molloy,
Director of Government Relations, Fairfax County Public
Schools at [email protected] or 571-423-1240. Thank you for
your consideration and your support of the Fairfax County
Public Schools and public K-12 education.
Karen K. Garza, Ph.D.,
Division Superintendent, Fairfax County Public Schools.