The White House and the U.S. Capitol seem like they are a world away from Los Angeles. But did you know that decisions made in Washington, D.C., affect how we define achievement, implement academic intervention programs, attract and retain highly qualified educators, and ensure that our graduates are prepared for success?

In 2009 we will have a new president and a new Congress, making this is a critical time for educators to prepare and mobilize at the grassroots level to secure a more prominent seat at the table and a stronger voice in shaping policies that support what is best for students. Recently, Families In Schools’ staff members Jo Carcedo and Lisa Danielson traveled to Washington, D.C., to attend the Leadership for Effective Advocacy and Policy Institute, sponsored by the Association for Supervision and Curriculum Development. This annual event is designed to help educators leverage their knowledge of effective classroom learning and teaching strategies to advocate for sound education policies.

While in D.C., Jo and Lisa met with legislative staff from the offices of Senators Dianne Feinstein and Barbara Boxer, and Congresswoman Lucille Roybal-Allard to share Families In Schools’ concerns about how national policies affect education in Los Angeles and California.  

Here’s what they told them:

1.    Accurately assessing the performance of our students requires more than standardized tests in the two or three subjects currently required under the federal No Child Left Behind Act. Student achievement should be measured using a variety of evaluations, such as student grades, portfolios and exhibitions, teacher evaluations, and progress and growth. Likewise, evaluating the performance of schools and districts should include multiple indicators, such as student growth, advancement rates, attendance records, and graduation rates.
2.    Creating opportunities, not barriers, to implement school improvement strategies is sound legislation. When a school is identified as needing improvement, a full complement of  improvement strategies must be made available, and schools should be given the flexibility to choose the strategies best suited to their unique needs. Federal lawmakers should allow schools to provide assistance directly to the groups in need, without applying broad sanctions to the entire school or district.
3.    Too many U.S. classrooms, schools, and districts struggle to attract the best and the brightest teachers and leaders. States, districts, and schools must be afforded the resources and flexibility to support educators in gaining and sustaining the knowledge and skills required to address their students’ evolving needs. Schools should also have the option to provide merit and incentive pay programs to recruit and retain high-quality teachers and school leaders, especially in high-poverty and high-need districts. All stakeholders should be involved in developing and implementing such programs.
4.    Significant policy and redesign efforts are needed to reverse the startlingly high dropout rates, lack of student engagement, and inadequate flexibility that stifle rather than promote innovation in our nation’s high schools. To ensure that graduates are prepared for future success in school, work, and life, high school redesign must provide students with multiple pathways to graduation, smaller learning communities and personalization, mentoring programs, career academies, expanded learning time, work-based learning opportunities, and increased autonomy and scheduling flexibility based on individual learning needs.

Not everyone can travel to Washington, D.C., to meet with their elected officials, but there is something everyone who cares about children can do. Between now and November 4, find out where each presidential candidate stands on the issues outlined above.

Then, before you cast your ballot, ask yourself: Will the candidate I choose turn political rhetoric about “investing in the future of our children” into reality? Will he support policies that promote the success of each child?