When New Jersey’s "Race to the Top" grant application heads to Washington, D.C., it will go without the support of the New Jersey Education Association.
NJEA has been the target of significant criticism for its decision not to sign on. But while critics — including The Star-Ledger editorial page — are correct about our opposition, they have missed its primary point. The conditions attached to the grant are costly and educationally unsound. New Jersey cannot afford to "win."
New Jersey is in dire economic straits. We should look into every source of additional revenue that could be used to fund our schools. While a $100 million average annual grant is barely one percent of the state’s projected $8 billion deficit, it is still a significant sum.
But when federal funds have strings attached, states should look before they leap. That is especially true if those strings obligate states to spend additional funds that may not be covered by the grants. NJEA is concerned about the strings attached to the "Race to the Top" funds, because of the potential cost to the state and local districts and because of the negative educational impact of some of its required "reforms."
A primary concern is the massive expansion of testing that would come with accepting grant money. The last time the federal government came calling with promises of cash in exchange for more testing, we got No Child Left Behind, which delivered on its promise of testing, fell short of its promised funding and failed on its promise to deliver measureable, meaningful reform. Parents, teachers and students all have expressed frustration with the impact of that additional testing. It has forced an ever-greater emphasis on teaching to the test, cutting into the time and resources available for creative, innovative teaching that leads to real learning.
When it comes to testing, though, Race to the Top makes No Child Left Behind look like child’s play. It would expand the standardized testing mania to far more children, in far more subjects, and could involve multiple tests throughout the school year.
At some point, people who really understand education need to say "enough is enough." Testing does not make students successful, and testing on that scale could actually stand in the way of student success.
Along with the academic concerns about expanded testing come the economic questions. How much will it cost to develop, administer and grade these new tests? Standardized testing is big business, and there is a lot of money to be made by companies in the field. Before New Jersey signs up for a federal grant that is limited in both amount and duration, we ought to know what the initial and ongoing costs of that testing will be, and whether there would be any money left for genuine classroom innovation.
"Race to the Top" also calls for some schools to move to extended school days and school years. That could add costs for everything from salaries to student transportation to facility maintenance and beyond.
NJEA is not opposed to locals negotiating longer school days or school years, particularly if they can be linked to improved student achievement. However, committing ourselves to that path without knowing whether the funds are available even to get started, much less to follow through, would be unwise, especially during a time of fiscal distress in the state.
No one cares more about the success of our students than NJEA and its members. We have always fought to make sure our schools have the resources they need to thrive and the best-trained professionals to help children succeed. That is why our public schools are already leaders in the academic race to the top.
We believe the federal government should shoulder a greater portion of the burden when it comes to funding public education. But when a promise of help comes with strings attached that commit the state and local districts to more spending for educationally unsound changes, it’s time to say, "let’s start again and get this right."
By Barbara Keshishian, President of the 200,000-member New Jersey Education Association.
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