Mr. President, I ask unanimous consent to speak as in morning business for up to 15 minutes. This week marks the 90th anniversary of American Education Week where we honor our teachers, education support professionals, parents, and…
Mr. President, I ask unanimous consent to speak as in morning business for up to 15 minutes.
This week marks the 90th anniversary of American Education Week where we honor our teachers, education support professionals, parents, and substitute teachers for their dedication and service to our children and to our schools.
My mother was a high school English teacher. Born in Mansfield, GA, a town of about 500 people, she taught in the era of segregation in central Florida. Raising my two older brothers and me in Mansfield, OH, she taught in an era of a growing American middle class. As have teachers throughout our history, she taught her students and her sons that education is the gateway to opportunity, that it can integrate a divided and segregated Nation and, in the process, create a more prosperous nation.
When our Nation needs our teachers the most--at a time when our economy needs our schools to succeed--we must remind ourselves of the importance of educators. I would add that the Presiding Officer is known in this body as one of the premier educators in our country, before he came to the Senate, as superintendent of the Denver schools.
Unfortunately, many of our educators are working in substandard school buildings with leaky roofs and poor air quality and malfunctioning HVAC systems. The average U.S. public school building is 40 years old--obviously, many are much older--impairing teacher effectiveness and student achievement. In Ohio, thanks to former Governor Taft, who, in part, was able to renovate a large number of our school buildings about a decade ago, has made a significant difference. But school buildings in my State, as they are across the country, are still too often old, decayed and much less efficient and often compromise teacher and student morale and teacher effectiveness. Conservative estimates suggest it would cost some $270 billion to make much needed maintenance and repairs for schools.
That is why I introduced the Fix America's Schools Today Act--the FAST Act--which would invest some $30 billion to repair and modernize our Nation's school facilities. The FAST Act would invest in States and local school districts to help them make critical repairs to existing facilities or to supplement their current maintenance efforts.
Modernizing our schools can save $100,000 a year in maintenance costs--enough for two new teachers or 200 more computers or 5,000 textbooks.
The FAST Act would focus on areas of need--school districts with high percentages of poor children and schools with the greatest need for repair and renovation.
Modernizing schools can improve the academic experience for students. In September, I spoke with principals from across Ohio who discussed how the quality of their school facilities affected their students and their teachers. This is pretty interesting. I heard from the former principal at a high school near Zanesville, a city in eastern Ohio, who described a student's reaction following the renovation of their school. This was a generally low-income, an Appalachian area of Ohio. Students were used to going to schools that were substandard--not in terms of teacher quality but in terms of the facility itself. We preach to our young people that education matters more than anything else in our society, and then we send students to physically substandard schools. But this student's reaction, after the renovation of the school: ``I felt rich,'' he said, because he was going to school now in a renovated, modern, high-tech environment, something he had never seen growing up in Appalachia, Ohio, as a kid whose parents didn't make a lot of money.
Improving school facilities, of course, though, is more than just about student morale. Research has proven the rates of absenteeism decline and test scores improve in a more modern school facility. It is also about teacher effectiveness. According to a study conducted by the Department of Education, 47 percent of schools indicated the condition of their permanent facilities interferes with the delivery of instruction. The condition of the school interferes with the delivery of instruction. This is problematic. Some 70 percent of students are forced to learn in facilities that have at least one significant-- sometimes more than that--inadequate building feature, such as an outdated heating and air-conditioning system, a leaky roof, a plumbing problem. Some 57 percent of students are learning in a school with at least one unsatisfactory environmental condition, such as poor indoor air quality, poor acoustics or heating and lighting challenges.
These substandard conditions can also harm the health and well-being of teachers and support professionals. Last week, I hosted a national call with advocates to discuss this legislation and discuss the impact substandard schools have on students and faculties and parents. One of the participants shared with me her personal experience as a special ed teacher. It is a story I imagine many of my colleagues have heard before and can be found anywhere in our country.
Joellen spent 9 years of her 23-year teaching career in an elementary school in Fairfield, CT, with severe mold contamination. Poor air quality in the school forced her into an early retirement by compromising her health and her well-being. Because of these poor working conditions, Joellen has lost 50 percent of her lung function and is currently dependent on an oxygen tank. She is not the only one affected by these conditions. Eighty-five of her colleagues are also battling health conditions as a result of an unhealthy school environment.
It is unacceptable that our failure to act undermines student achievement and teacher effectiveness and the health and the well-being of our entire school communities. It is even more disturbing that our schools go unrepaired when there are thousands of workers ready and willing to modernize our schools. The FAST Act, by employing people to repair our aging schools, would create good-paying, middle-class jobs.
We know we have to fix our schools. We know we have to do this renovation. We know as a nation, when we put real attention into infrastructure, the dividends it paid for generations were significant. The United States, in the 1950s, 1960s, 1970s, and 1980s, led the world in infrastructure. Whether it was school repairs, the building of community colleges, water and sewer systems, highways and bridges, ports and locks or medical research, we were the envy of the world in our infrastructure, and it set the foundation for decades of prosperity. Unfortunately, as this Congress has been more interested in tax cuts for the rich and less interested in
investment in medical research, in education, in health care facilities, in transportation, we have declined economically as a nation. The middle class is under fire. We are not able to build and produce the way we could have if we had kept this infrastructure up to date.
That is the importance of the FAST Act. It is the importance of much of the rest of the jobs bills we have pushed in this Congress. We know that every $1 billion in school renovation can create 10,000 jobs.
The FAST Act includes strong ``Buy American'' provisions to ensure that Ohio construction workers, for instance--we are the third leading manufacturing State in the country, exceeded only by Texas, twice the size of California--three times the size--building technicians, boiler repairmen, roofers, painters, electricians, and people who manufacture these products are using American-made products.
The FAST Act is included in President Obama's American Jobs Act. Under his proposal, Ohio would receive some $985 million in funding for K-12 schools and an additional $148 million for Ohio's community colleges. Ohio has one of the best community college networks in the country.
It is obvious our schools need fixing. Our workers need work. Interest rates are low. Construction companies want to put people to work and, competing with each other, will bid as low as they likely will in the next decade or two, so now is the time to do this.
This bill has been endorsed by some 50 organizations: the American Association of School Administrators, the American Federation of Teachers, the National Education Association, the Building & Construction Trades, First Focus Campaign for Children, and the Parent Teacher Association, the PTA. They agree it is about jobs, about education, and our Nation's future. I urge my colleagues to support this commonsense legislation.
Lastly, I wish to read a couple letters I received about this legislation. First is Jeannine from Strongsville, OH. She is a teacher:
I have taught at the same middle school for 24 years.
During that time, I have watched our building physically
deteriorate before my eyes.
Strongsville is what we would call, by most measurements, one of Cleveland's more affluent suburbs. Nonetheless, she has seen it physically deteriorate in 24 years of teaching.
The leaky roof leaves stains on the ceilings and the
floors. Often the heating doesn't work.
Two years ago, my classroom had no heat in December. We are
a suburb of Cleveland, so do I need to tell you how cold it
was in there?
After more than two decades with no money for paint, our
vice principal asked Home Depot for help--it donated enough
paint to spruce up the hallways, offices, and a handful of
classrooms.
She writes:
Does it sound like I teach in the inner-city or an extreme
rural area in Ohio?
She doesn't. She teaches in what we would call an affluent suburb of Cleveland.
I teach in a suburban community where many of the houses
sell for around $300,000 or more. But the community has not
passed a levy in a while.
I pay 20% toward my health insurance . . .
My colleagues may remember that Governor Kasich had just pushed through a bill to take away collective bargaining rights for people such as Jeannine, saying they should be paying more of their health care. They have already made those concessions at the bargaining table. That is why Jeannine says she pays 20 percent toward her health insurance. She says:
10% toward my retirement, and [I] have not seen a pay
increase in years.
I really love what I do, but am despondent at times about
the lack of community support for education.
That is a whole other issue. But we do know we can make a difference in making not just Jeannine's life better--that is a goal we should share--but, most importantly, making teacher morale, student morale, teacher effectiveness, and student learning significantly better.
The last letter I will share is from Erin from Columbus, OH. She is a special ed teacher. She writes:
Of our 14 schools, 5 are currently undergoing the last of a
2 year renovation project.
We had schools where walls were literally falling in, we
were in urgent need of these repairs.
Now, we find ourselves lacking in technology, and are in
need of updating these needs, in order to compete with the
ever changing needs of the demands of the workplace that our
students will be entering.
Investments in education such as targeted resources for
school and campus repair and modernization will jump start
the economy and ensure students the learning environments so
essential to their success.
Our student day is now shorter, all in an effort to save
money.
Think about this: They are making the schoolday shorter when we are talking, in the paragraph before in her letter, about: How do we compete internationally? We are going to make our schoolday shorter when already we go to school--I think the former Denver school superintendent, the Presiding Officer, would confirm this--fewer days than many of our economic competitors. So because of costs, because we need to continue to give tax breaks to the wealthiest people in this country, we cannot fund the kinds of things we want to fund in education to compete internationally.
In the end, Erin writes:
It's the students that lose, and our educators know this,
and [we all] strive each and every day to reach every single
student, with the ever increasing demands put upon them.
She writes:
The FAST Act will make sure that our students have the
learning environments they need and deserve.
My words may have, I hope, convinced some of my colleagues. I hope the words, the two letters from Jeannine and Erin--Jeannine from a Cleveland suburb; Erin, a central Ohio teacher, both with long experience in the classroom--I hope their words were compelling enough so my colleagues will join me in supporting the FAST Act, getting it through the Senate--not filibustering it. Let's debate it, talk about it, vote on it up or down, and send it to the House. I hope we get it to the President by the end of the year so we can start putting people back to work doing the school renovation, putting our factory workers back to work making the windows and cement and brick and all we need in school construction and school renovation and making a difference for our students in the decades ahead.
I yield the floor and suggest the absence of a quorum.