CTA and other NEA state affiliates have been meeting with state and federal officials to help shape the final regulations that will implement the federal Elementary and Secondary Education Act (ESEA).
Teachers are battling for restoration of about $90 million in federal education funds that were cut during the legislative battle. These funds are vital in helping public schools in California and around the nation attract and retain teachers by improving salaries and making sure the conditions in schools are conducive to working and learning.
The cuts were in addition to the $3.7 billion in federal funds siphoned off to provide tax subsidies in the form of private and religious school tax credits.
A major concern for teachers is how pending regulations will govern Title II of the new federal law. Title II's major focus is on ensuring that every student is taught by a fully qualified teacher.
CTA and state education department officials have been trying to persuade the federal Department of Education to accept the state's proposed definition of a "highly qualified teacher."
Under California's definition, a highly qualified teacher would have a bachelor's degree, subject matter competence, passing scores on a basic skills test (CBEST), and an orientation to the subjects and grade levels to be taught. What's in question is whether California teachers who are in the classroom while they pursue an alternative route to certification or who are teaching in vocational programs that don't require a degree can be termed "highly qualified."
There's no question that California's teachers are among the most qualified in the nation. No other state requires teachers to complete an undergraduate degree program and then pursue a teaching career with a fifth year of college. Few other states require passage of a basic skills test before a teacher can get certified.
What ESEA does not take into account is the teacher shortage and the state's efforts to get more qualified teachers into the classroom. Under the current definition of a highly qualified teacher, the state would not get funding for teachers in alternative certification programs that allow them to work while they pursue a credential.
CTA believes the state needs to do more to keep its qualified and certificated teachers in the classroom and, at the same time, provide full support for beginning teachers and teachers in alternative certification programs. Under the current federal timeline, California will not be able to get everyone certified in time to qualify for federal funds. And, if the funds are not forthcoming, California will lose many of the teachers in the pipeline.
CTA and state officials are cautioning that the 2005-06 deadline for having all teachers meet the "highly qualified teacher" standard is unrealistic.
Another concern is Title I's focus on accountability and measuring a school's success. There, too, California has been at the forefront. CTA has successfully pressed the state Legislature and the governor to implement special funding and support programs for schools of greatest need.
Len Feldman
