BOSTON – There is a higher education advocacy day on Thursday and a public hearing on Friday at the Joint Committee on Education about 17 education-related bills.

The Fund Our Future campaign – a coalition of education activists, students and parents – supports the PROMISE and CHERISH acts. These bills are asking for $1.5 billion per year in additional education funding for pre K-12 and higher education.

The $1.5 billion amount is based on the recommendations of two state commissions in 2014 and 2015.

Delia Fuentes, a student at Springfield Technical Community College, says higher education in Massachusetts needs more funding so students like her can afford to study, and not have to work so hard to pay for it.

"I'm a full-time student and I have three part-time jobs, and it's ridiculously hard to stay at an A-average,” she states. “I just feel like it shouldn't have to be that hard."

Fuentes is urging state legislators to support the CHERISH act for higher education and the PROMISE act for pre K-12 because students need more funding to have affordable and quality education.

On Friday, both the PROMISE act and Gov. Charlie Baker's education act will be heard, among others. The governor's bill recommends less funding for public education and disbursing the money over seven years.

Zena Link, a long-time public school educator and education activist, says people forget that the state education funding formula – known as the foundation budget – has been around for more than 25 years.

"A formula was put in place years ago and it's never been fully funded,” she states. “And there's a disproportionate number of communities, particularly rural communities, gateway cities and school districts that are primarily students of color, that continue to be grossly underfunded."

Link says another thing the public doesn't understand is how much money teachers in under-resourced schools often spend on their students.

"Most educators will admit that they spend their own financial resources to provide the students what they need: thousands and thousands of dollars," she states.

The public higher education advocacy day starts at 10 a.m. Thursday at the State House. Friday, the Joint Committee on Education is holding a public hearing on bills related to school finance.


get more stories like this via email

The shortage of school teachers and staffers has reached a crisis level in some public schools. An education advocacy group is making recommendations to fix that. Pennsylvania serves more than 1.7 million students in grades K through 12.

Rich Askey, Pennsylvania State Education Association president, said they plan to unveil a state legislative package that focuses on several key priorities to solve the school staffing crisis, including a boost in teacher salaries. Right now, some teachers average about $27,000 a year to start, and the plan calls for money to attract more candidates.

"First to set the annual minimum salaries for educators, school counselors, nurses, and other educational professionals at $60,000," Askey said. "And also, we want to look at a minimum wage for custodians, cafeteria workers, paraprofessionals, and other support staff at $20 per hour. "

Askey added there has been a dramatic decline in the number of college graduates entering the teaching profession. Pennsylvania issued more than 12,000 fewer first-year teaching certificates in the 2020-21 school year than it did in 2012-13, a drop of 66%.

Askey said in addition to affecting teachers and staff, the shortage has created challenges in the classroom, resulting in some kids having learning problems.

"I know of educators that are teaching two classes at the same time and on one side of the room, they might be teaching life science on the other side of the room, they might be teaching earth science, and that doesn't let our kids have the individual attention that is so needed, " Askey said.

Askey added the legislative plan would be taking a sustained multi-year commitment to be phased in over five years. It also includes paying college students in teacher preparation programs while they are student teaching, creating a scholarship program, and investing in the "Grow Your Own" program to help paraprofessionals and school support staff go back to college and earn their teaching degrees.

As educators across Massachusetts prepare to administer high-stakes tests for students this spring, new polling shows the public supports changes to the often stressful graduation requirement.

Seventy-four percent of poll respondents support a policy in which students would still take the Massachusetts Comprehensive Assessment System tests, but wouldn't need a passing grade to graduate.

Massachusetts Teachers Association vice president Deb McCarthy said the tests fail to reflect the depth and diversity of students' intelligence and learning styles.

"The score," said McCarthy, "is simply a measure of who is a good test taker."

McCarthy said recently introduced legislation - entitled the Thrive Act - would allow school districts to use coursework to determine a student's mastery of English, math, and science as required by state standards - rather than a one-time standardized test.

Massachusetts is one of only eight states requiring high school students to pass a test to receive their diploma.

Educators say standardized tests are especially difficult for students with Individualized Education Plans, English language learners, and students from low-income communities.

McCarthy said removing the pressure of high-stakes testing would improve outcomes for historically disenfranchised students.

"The research shows us that there's a direct correlation between the test scores and the ZIP codes," said McCarthy, "and it really is an opportunity gap, not an achievement gap."

The Thrive Act would also eliminate the state's power to take over underperforming schools, which tend to be located in some of the poorest communities with lower MCAS scores.

Backers of the legislation say it would give students, parents, and educators a greater say in how their schools are run.

A grant is helping student parents at a college in northwestern Montana.

The Aspen Institute has announced Blackfeet Community College and seven other institutes around the country have joined the Black and Native Family Futures Fund.

Linda Sue Racine is a counselor and the coordinator of the $75,000 grant at the school. She said COVID-19 hit the Blackfeet Reservation hard and many students are grieving.

"To be able to get good grades and all that you need to have some peace in your life," said Racine. "And I always feel that if we're not well mentally and emotionally and physically, then we're not going to be able to succeed."

The grant comes with technical assistance to implement programs as well. Blackfeet Community College is setting up the Native Student Parent Program, which will help young mothers with child care, food and transportation.

Racine said elders also are helping with the program. She said workshops for the young mothers include making traditional outfits for their kids.

"We just don't want our people to lose their cultural and their traditional way of life," said Racine. "So it's very important that we integrate it in everything we do."

The eight institutions that received funding are Historically Black Colleges and Universities and Tribal Colleges and Universities.

Support for this reporting was provided by Lumina Foundation.




get more stories like this via email