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May 06, 2010 11:55 PM UTC

The liberal argument for SB-191

  • 4 Comments
  • by: DavidThi808

Like everyone else, I first viewed this bill with some preconceived biases. But I think it’s fair to say that I have put a lot of time in, listening to both the arguments for the bill and the arguments against the bill. And my view of the bill evolved as I learned more, especially talking to Beverly Ingle.

First off, I understand the CEA’s worry that this bill will be underfunded and ineptly managed. Those are both very real worries, based on past (and present) history. And I agree 100% with every teacher on this site that if this bill is poorly implemented, it will make things worse.

On the flip side, we face the clear fact that our K-12 schools are a disaster for the poor, have been so for decades, and we have seen no improvement – none, nada, zilch. And pretty much everyone agrees that the goals in SB-191, if well implemented, are necessary for success and can effect great improvement.

Every piece of legislation has a million reasons to vote no. Meanwhile a yes vote is always accepting a set of compromises. But at the end of the day, legislating is not about saying no (no matter how much Republicans in Washington think it is). Legislating is crafting a compromise that enough people find acceptable and is a step forward.

This is the key point. The liberal advances in civilization have not been big glorious changes, they have been a succession of small compromises, each one of which moved us forward a bit. But over time, oh what a glorious road it has been when you take all those steps together.

Here’s the bottom line – if SB-191 is defeated, we do not move forward. If it is passed, we have the ability to take another step forward. An imperfect step that requires follow-through, but a step forward. A belief in liberalism means a vote for that chance to improve things. A vote against SB-191 is fundamentally a conservative choice to huddle in failure afraid of what might happen if we try to move forward.

With that said, upon passing this bill, every legislator that votes for it, every single one, needs to insure that this effort is well funded and staffed by competent motivated people. And if you pass it and don’t follow through – I will be all over you – big time.

Comments

4 thoughts on “The liberal argument for SB-191

  1. I don’t buy it. The only argument the proponents seem to have is how big the problem is. No one disagrees; everyone wants schools to work for the poor and for all children. This bill was hastily thrown together, jeopardizes jobs by giving fifty percent of a teacher’s performance evaluation to their Principal (some Principals are bad Principals!), and is just more standardized testing which does nothing to help students learn.

    This bill is a union-buster. That’s all it is. That’s why all of the Republicans are on board with it.  There is not one progressive molecule of change in this bill. It would be a huge step backward for our teachers and our kids.

    1. I don’t think you can call it a union buster as it will not eliminate a single union position. It will change what union member has a given union position, but they all remain union positions and no positions are eliminated.

      As to the problem, this bill addresses a core issue on improving schools. You are absolutely right that it is dependent on how it is implemented. And that is why we must demand they implement it well, including replacing the bad principals.

    2. This bill was not quickly thrown together, I have it from a State Senator that this bill has been forming for months and that CEA was invited to take part in the build up of it since the beginning.

  2. I am confused as to how this is a “union-busting” bill. Can someone please explain it to me how this actually hurts the Teachers Union?

    I also would love to hear some ideas on how we judge the students performance other than standardized testing. I am not, nor have I ever been a fan of standardized testing but I have also never been able to give an answer on what else we can offer to judge a students achievement.

    As to the evaluation being given to the Principals, I think %50 is far too high a number. The evaluations, in my eyes, should more focus on how well the students are doing then what the personal opinion of a principal may be. But, let’s face it, it is the Principals responsibility to make sure their students are doing well, so they should have some say. Just not fifty percent of the say.

    Just my two cents.

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