by John Edwards

(As delivered by his campaign staff)

As the product of public schools in a small rural town and the father of four children who attended public schools, John Edwards understands the importance of education. He believes every child should have the same chance to get a great education – a commitment that is at the core of his plan to build One America where everyone has a chance to succeed. But more than 50 years after Brown v. Board of Education , we still have two school systems that are separate and unequal. No longer legally separated by race, our children are sorted by economics, often with a racial or ethnic dimension. At the same time, our children are preparing for unprecedented global economic competition.

Unfortunately, Washington is letting down our children. George Bush’s No Child Left Behind law is not working for schools, teachers and – most importantly – our children, and it needs to be radically overhauled. And Washington is simply not doing its part to invest in early childhood education, teachers, or helping struggling schools. Our students are falling behind in key subjects like math and science, good teachers are leaving the profession, and our graduates aren’t as prepared for the global economy as their peers in other countries. Students in poor rural areas and major cities often don’t have the same chances as other students, and an achievement gap that falls along economic and racial or ethnic lines undermines the promise of equality.

Today, John Edwards outlined his vision for excellent American schools, based on three principles:

· Every child should be prepared to succeed when they show up in the classroom.

· Every classroom should be led by an excellent teacher.

· Every teacher should work in an outstanding school.

Preparing Every Child to Succeed

Half of the achievement gap between children from poor families and their more fortunate peers exists before they start school. Quality preschools compensate for the learning opportunities some children miss at home, reducing remedial education, welfare, and crime. Its benefits are strongly supported by academic research and the experience of universal pre-K programs in Georgia and Oklahoma. Children from poor families benefit most from high-quality preschool, but less than half of poor children attend pre-school compared to two-thirds of other children. [Denton and Germino-Hausken, 2000; Aspen, 2007; PPI, 2004; RAND, 1998; Barnett, 1996; EPI, 2002; Education Sector, 2007]

John Edwards believes that quality preschool education should be as common as kindergarten. As president, he will lead the way toward universal preschool, starting with the children who need the help most. In addition to maintaining and expanding support for existing programs like Head Start and the child care block grant, Edwards will:

· Offer Universal “Great Promise” Preschool to Four-Year-Olds: Edwards will provide resources to states to help them offer universal high-quality preschool programs for four-year-olds. Great Promise programs will:

o Teach academic skills: Preschool is much more than babysitting; it is a unique opportunity to teach children the skills they will need in school. Great Promise will help develop children’s language abilities and introduce them to early math, reading, and other academic concepts, as well as help develop their social and emotional skills.

Nothing is more important in a school than the relationship between a teacher and a child. In a single year, a good teacher can raise student achievement by a full grade level more than a less effective teacher. Y et students with the greatest needs are more likely to have less experienced and effective teachers. Poor urban and rural schools in particular struggle to attract and retain excellent teachers. Whilepay for CEOs and other highly paid workers skyrocketed in recent years, teachers earn a fraction of the salaries paid to other educated professionals.

John Edwards believes we need to invest more in training and paying our teachers to help every child learn at high levels. As president, he will:

· Raise Pay by up to $15,000 More for Teachers in High-Poverty Schools: Two-thirds of states do not offer any incentives of any kind for teachers to work in high-poverty schools, and many veteran teachers choose to teach in other schools. Edwards will fundamentally change teachers’ incentives by helping states pay teachers in successful high-poverty schools as much as $15,000 more a year. The $15,000 raise includes:

o $5,000 for all teachers in successful high-poverty schools: High-poverty schools with high academic performance, good student behavior,and high parent satisfaction could give up to $5,000 in bonuses to each of their teachers, encouraging a schoolwide culture of success. Bonuses will grow over time to reward continuing success and give teachers an incentive to stay. Successful schools will open their doors to share their experiences with other schools.

o $5,000 for teachers with national certification for excellence in high-poverty schools: The National Board for Professional Teaching Standards certifies excellent teachers, but few of these teachers teach in high-need schools. Teachers who have demonstrated high effectiveness in a national process, such as National Board certification, will be eligible for the higher pay.

o $5,000 for veteran teachers who serve as mentors in high-poverty schools: Giving veteran teachers the opportunity to mentor new teachers creates opportunities for career advancement for longtime successful teachers, while providing much-needed guidance to new teachers.

To address other recruitment hurdles, Edwards will help states and school districts improve working conditions and increase time for teacher collaboration and planning. He will also address barriers for teachers moving between states by encouraging reciprocal credentials and studying ways to make pension plans compatible. [NCTAF, 1996 and 2002; Sanders and Rivers, 1996; Jordan, Mednro, and Weerasinghe, 1997; Peske andHaycock, 2006; Rural School and Community Trust, 2006 and 2007; NY Times, 8/27/2007]

· Create a National Teacher University: West Point for teachers – to recruit 1,000 top college students a year, train them to be excellent teachers, and encourage them to teach where they are needed most. The school will waive tuition for students who go on to teach in schools and subject areas facing shortages. It will also lead improvements at education schools nationwide by developing and sharing model curriculum and practices and serve as a forum to promote shared certification and licensing requirements across states. [Levine, 2006]

· Help Teachers in Their Early Years: A third of all new teachers leave the profession within three years. Students in high-poverty and high-minority schools are twice as likely as other students to be taught by inexperienced teachers. Edwards will help states support teachers during their early years. He will encourage a transition year for rookie teachers with smaller class sizes, reduced teaching loads, and minimal extra duties. Resources will support structured mentoring programs pairing new teachers with successful veterans. Finally, he will support professional development based in actual classroom needs. [Ingersoll, 2003; Ed Trust, 2007; Levine, 2006; NCATF, 2006]

· Reduce Class Sizes: Smaller classes help students learn more by allowing them to get more individualized attention from teachers. According to a Tennessee study, young students in small classes are less likely to drop out of school and more likely to graduate on time, complete more advanced math and English courses, and receive honors. Poor and African-American students gain the most from smaller classes. Edwards will dedicate federal resources to reduce class sizes, particularly for young children who are learning below grade levels. [Krueger and Whitmore, 2001, 2002; Smith, Molnar, and Zahorik, 2003; U.S. Department of Education, 2000]

· Train More Excellent Principals: Principals can have a large impact on student achievement by setting high expectations and recruiting and supporting teachers. However, as with teachers, many districts face principal shortages and their preparation is uneven. While consistent, quality leadership over time is critical, the turnover rate for principals in poor urban and rural districts is as high as 20 percent a year. Edwards will support the selection and training of excellent principals for high-need schools across the country. Programs could be operated by schools of education, school districts, business schools, or other non-profits with a proven track record like New Leaders for New Schools. Establishing programs to train 3,000 principals a year will meet the needs of most of the country’s high-need urban and rural schools. [Education Sector, 2007; Aspen Commission, 2007; Leithwood et al. 2004; Education Week, 9/12/2007]

· Use Highly Qualified Teachers for Tutoring: No Child Left Behind requires schools that fail to make adequate progress for three years in a row to set aside up to 20 percent of their Title I funds to pay for “supplemental service” tutoring programs, often offered by private companies with unproven capabilities. Edwards will require that tutors be highly qualified teachers.

Making Every School an Outstanding School

Every child in America should have the chance to attend an outstanding public school that has high expectations for every child. Children need to master both basic skills in reading, writing, and math and advanced thinking skills like creativity, analytic thinking and using technology. We cannot tolerate the benign neglect of our schools. No Child Left Behind has lost its way by imposing cheap standardized tests, narrowing the curriculum at the expense of science, history, and the arts and mandating unproven cookie-cutter reforms on schools. As a result, it has lost the support of teachers, principals, and parents, whose support is needed for any reform to succeed.

John Edwards believes that we need to overhaul No Child Left Behind to center our schools around children, not tests, and help struggling schools, not punish them. He will:

· Overhaul No Child Left Behind: The law must be radically changed to live up to its goal of helping all children learn at high levels, accurately identifying struggling schools, and improving them. Its sole reliance on standardized, primarily multiple choice reading and math tests has led schools to narrow the curriculum. Its methodology for identifying failing school can be arbitrary and unfair. And it imposes mandatory, cookie-cutter reforms on these schools without any evidence they work. Edwards supports:

o Better tests: Rather than requiring students to take cheap standardized tests, Edwards believes that we must invest in the development of higher-quality assessments that measure higher-order thinking skills, including open-ended essays, oral examinations, and projects and experiments.

o Broader measures of school success: Edwards believes that the law should consider additional measures of academic performance. The law should also allow states to track the growth of students over time, rather than only counting the number of students who clear an arbitrary bar, and give more flexibility to small rural schools.

o More flexibility: Edwards will give states more flexibility by distinguishing between schools where many children are failing and those where a particular group is falling behind.

•  Launch a “Great Schools” Initiative to Build and Expand 1,000 Successful Schools: Across America, there are public schools that are helping children from all backgroundssucceed, including traditional public schools, public charter schools, small schools, and other models. Edwards will help 250 schools a year expand or start new branches. Federal funds will support new buildings, excellent teachers, and other needs. Among the schools he will support are:

   

• Small schools: Small high schools create stronger communities, reducing adolescent anonymity and alienation and encouraging teachers to work together. Some have achieved higher test scores and graduation rates: at 47 new small high schools recently opened in New York City, graduation rates are substantially higher than the citywide average. North Carolina, Governor Mike Easley’s Learn and Earn initiative raises rigor and aspirations, reduces tuition costs, and relieves overcrowded college campuses. [American Institutes for Research and SRI International, 2007; Easley, 2007]

•  Economically integrated schools: While income diversity is not a substitute for racial diversity, low-income students perform best when in middle-class schools where they are more likely to have experienced teachers and classmates with high aspirations. States can build magnet schools in low-income communities and create incentives for middle-class schools to enroll more low-income children. [Kahlenberg, 2007; Harris, 2006; NY Times , 7/15/05] 

•  Create a School Success Fund to Turn Around Struggling Schools: Improving our worst schools is going to take more than federal mandates of unproven remedies; it will require a serious commitment of resources. A new School Success Fund will:

•  Let experts design and implement reforms: Based on North Carolina’s successful reform, Edwards will ask teams of experienced educators to spend a year at struggling schools helping start reforms. These educators will tailor comprehensive solutions to each school, rather than adopting silver bullets or one-size-fits-all solutions.

  •  Provide resources to implement them: Some schools need more resources to help their children succeed. The School Success Fund will target resources to the neediest schools. Resources will be available to recruit new school leadership and a core of excellent teachers, reduce class sizes, duplicate proven models, strengthen the curriculum, and other reforms. 

  •  Emphasize extra learning time: Due to our 180-day school year, American children spend much less time in class than their foreign competitors. Many other countries have 25 percent more instructional time, which adds up to more than two years by the end of high school. When combined with making better use of learning time and designed with educators, longer school days and years create new opportunities for children to master the basics and a broader curriculum. [ED in 08, 2007; Zimmerman, 1998; CAP, 2006] 

  • Establish stronger academic and career curricula: The rigor of high school classes is the number-one predictor of college success. At nearly 2,000 high schools nationwide – called “dropout factories” – more than 40 percent of students won't graduate. Edwards will create multiple paths to graduation such as Second Chance schools for former dropouts and smaller alternative schools for at-risk students. Edwards will also focus on identifying at-risk students early on and support the Striving Readers literacy program and one-on-one tutoring to keep them in school. Edwards will also fund additional guidance counselors in high-poverty schools. [Baron, 2005; Alliance for Excellent Education, 2007; Balfranz and Legters, 2004; NCES, 2004]