CTA's Long Term Strategic Plan focuses on advocacy on education reform and transforming our profession.
A Blueprint for Great Schools Report - Improving Education in California
State Superintendent of Public Instruction Tom Torlakson and a team of education, parent, community, and business leaders provides a new vision and direction for education in California.
View the Blueprint
The Quality Education Investment Act
The CTA-sponsored Quality Education Investment Act (QEIA) of 2006 ended June 30, 2015. It helped schools serving a higher percentage of low income, minority and English learners close the achievement gap. In fact, data show QEIA schools are continuing to excel with about 85% having exceeded API growth targets.
Some of the goals of the program included:
- Reducing K-12 class sizes (maximum 20 in grades K-3, and average 25 in grades 4-12 in these schools)
- Having qualified teachers in all core subjects
- Increasing the number of credentialed counselors in high schools
- Establishing district-wide teacher quality index to ensure equitable distribution of teacher experience
- Quality training programs and time for collaboration
Learn more about the Quality Education Investment Act
From the So-Called Education "Reformers"
There is a great deal of discussion about "education reform" in the national media. Everyone seems to think they know how we should best improve our public education system.
Some years back, the film Waiting for Superman shook the public awake, offering a glimpse into some of the problems with our system, but it did so at the expense of public school teachers and our union in order to promote charter schools as a panacea. And then came Won't Back Down, this time ignoring the realities our schools and students face to promote the misguided "parent trigger" law as a silver bullet.
One voice has been surprisingly left out of the debate on "education reform" - or as respected education historian Diane Ravitch refers to it, "corporate education reform": the voice of educators.
Day in and day out educators are doing their best for their students with far fewer resources and overcrowded classrooms. Instead of pointing the finger and casting stones, especially when research proves these "reforms" ineffective, we should be working together to not only reform our public schools, but to improve our public schools.