URBAN SCHOOLS AND REBUILDING AMERICAN EDUCATION

At the turn of this century urban school districts held a preeminent place in American education. City school districts pioneered educational innovation and represented the most up-to-date educational practice. Upwardly mobile teachers and school administrators aspired to positions in these "lighthouse" central city school districts. Before the mid-point of this century this all began to change. These large city school districts were beset with many problems and they began to lose their preeminent position to school districts in more affluent suburban communities.

Movement of business and industry away from central cities caused a decline in the tax base of many cities. The movement of many middle class families to the suburbs exacerbated the problem. Changes in city population left many cities with a high proportion of poor families, elderly people, the handicapped, and others who require higher levels of public services. These factors working together in combination created serious financial problems for many large cities and public schools suffered from fiscal crisis as well as did other public services.

The fiscal problems of city school districts have been made even worse in recent years by federal budget cuts, the recession of the early 1980's, high unemployment, and falling state and local revenues resulting from slowed economic activity. In many cities, these fiscal problems have resulted in severe threats to both the quality and quantity of educational services provided.

At the same time, American public education has come under unprecedented attack. Tuition tax credits proposals at both the national level and in the various states will be very detrimental to public education if enacted into law. Many critics are questioning the quality of both teachers and the service the schools provide. Tax revenue limitations and national economic policies have hampered education at all levels.

Yet, there are reasons for hope. Numerous education reports have focused the attention of educators, politi­cians, and citizens alike on reforming education and initiating many improvements. Many state governors and legislators have shown a willingness to increase funding for education. There exists in the United States a spirit for change and improvement in public schools.

The American Federation of Teachers believes that the rebuilding of American public education must include at least the following elements:

• attracting and retaining high quality classroom teachers

• maintaining high academic standards for students

• insuring a safe and orderly environment for learning to take place

• guaranteeing an adequate education for all students

• upholding the highest standards of equity for all students

• providing a fair, stable, and sufficient system of financing public schools

• developing strong and viable political coalitions among schools, labor, business, government, and the community to support public education.

Urban school districts must occupy a central place in rebuilding public education. At the same time there is a recognition that the problems of suburban and rural schools are very similar to the problems of urban schools and that the rebuilding of suburban and rural schools needs emphasis also.

RESOLVED, that the American Federation of Teachers supports policies which will improve education in our nation's central cities and will assist in the rebuilding of American public schools, including the following:

Dramatic improvements in our national economy that will provide jobs, fairness, and opportunities for the future for all Americans through:

• healthy economic growth which will provide full employment and adequate resources to fund critical public services;

• fair taxation which will be progressive and not impose undue burden on any segment of society;

• monetary policies which will lower real interest rates and not impose unnecessary costs on school districts which must borrow money;

• fiscal and monetary policies which will promote new capital investment in public schools;

• recognition of the economic importance of education and human resource development.

Specific changes in federal policies which would assist urban school districts, including:

• adequate funding of current programs for the disadvantaged, the handicapped, the limited English proficient, vocational educational, and other elementary and secondary funding programs;

• restoration of separate federal funding for desegregation assistance programs;

• extension of compensatory education programs to the secondary school level;

• increased federal funding for research on school improvement and for development activities to foster innovative programs;

• adequate funding for federal or state-mandated programs.

Changes in state school finance programs to assist urban school districts with their special problems including provisions in school funding formulas which would:

• recognize the unique educational overburden problems of urban schools such as high incidences of disadvantaged students, handicapped students, limited English proficient students, vocational students, and others who are in high cost programs;

• account for the cost differentials in urban schools which result from the higher prices paid for comparable goods and services;

• provide special aid for particular urban problems such as desegregation costs, higher transportation costs, higher vandalism costs, and the higher costs of greater student mobility;

• recognize the existence of municipal overburden which results from higher non-education costs of government in urban areas;

• count enrollment rather than attendance for state aid purposes;

• fund programs to raise the achievement levels of students with academic deficiencies.

Improvements in the salary and working conditions of classroom teachers, such as:

• higher entry and career salaries for teachers;

• restructuring public schools to provide more decision-making for teachers;

• providing opportunities for career advancement for teachers which would allow them to remain in the classroom;

• lower class size;

• more equitable and effective systems of teacher evaluation.

Changes in school management which would make public schools more efficient and effective, including:

• improved financial management practices which will result in better use of public funds and greater public accountability;

• better program management, particularly at the school building level;

• stronger and more effective programs of student discipline.

The American Federation of Teachers believes that every American is entitled to free public education of high quality to meet both individual needs and the needs of society. We also believe that the United States needs visionary and active leadership to rebuild American public schools for the educational, social, political, and economic well-being of our nation. The improvement of urban schools must be an integral element in this campaign.