Letters
Abstinence Debate

I commend Elizabeth Bradley for her abstinence-only response to the debate question (Debate, February). I agree with her analogies. We try to encourage students not to drink, smoke, or take part in drug activities; yet, we never try to teach them how to take part in these activities "safely" and without adverse side effects.

In addition to the reasons Bradley listed for abstinence, I would like to add one more--for most sexually active teenagers there will be long-standing emotional heartache over their decision. A girl doesn't have to become pregnant or diseased to experience this emotional pain that could last a lifetime.

Many people want to promote the "safer sex" talk so that we can reduce the number of teen pregnancies. If educators believe that teens aren't old enough or responsible enough to parent young infants and children, what makes us think they're old enough or responsible enough to engage in an activity whose biological purpose is to bring about the next generation?

Shauna Naylor
Montgomery Village, Maryland

I am writing in response to the abstinence-only debate featured in your February issue. The "yes" column written by Elizabeth Bradley contains damaging false analogies that subjectively cloud a current and relevant topic. Her original analogy equates drunk driving to having sex, not to point out the risks of sex but to sway thoughts subjectively.

She later describes teenage sex as "Russian roulette," another example of scare tactics. In her article she clearly doesn't consider any part of a complete sex education program viable, which is close-minded enough, but she over-generalizes and dismisses all sex education programs with her condom-banana reference. Our students are judgmental enough without educators joining their ranks.

Dylan Hartwell
Fairfield, Ohio

I think that Elizabeth Bradley's debate argument is flawed with her analogy about drunk driving. The problem is, there's no fun involved in drunk driving. It's the consequence of drinking without a designated driver. A better analogy would have compared safer sex education with talking to underage students about responsible drinking or drug use.

As a science teacher, I spend a fair amount of time talking about the evils of drug and alcohol use, but that does not keep students from trying the substances.

The bottom line is that if it's fun, they're going to do it regardless of what we tell them. I think there is value in realizing that and giving students safer options while making them aware of the consequences. But without a thorough education, students will not see those consequences.

Alex Hodge
Basalt, Colorado

Don't Forget Libraries
I have been a school library media specialist and member of NEA for 26 years. I was excited to see the cover story of the February 2003 issue. I thought that in articles about encouraging students to read, my role would be mentioned. But it was not.

You managed to fill six pages with articles about books, encouraging reading, and the Read Across America program without once mentioning a library.

Numerous research studies show that schools with well-stocked libraries operated by certified personnel have a positive impact on student learning and on standardized test scores.

It would be nice to see my profession acknowledged.

Brooke E. Anderson
Nashport, Ohio

Quality Environment
I am outraged by the letter about least restrictive environment (LRE) in last month's magazine (Letters, February). I teach a high functioning LRE class. My students' disabilities range from severe to moderate mental retardation. I have had some problems with placing my students in other classes. Some of the teachers share the same outlook as the one who wrote the letter titled "Amending Special Ed."

I agree if a child is violent and may harm others that child should be placed in a self-contained room. But the students who are not dangerous need the opportunity to work with their regular peers, so they can learn as much as possible about the academic side of a subject and also learn proper social behavior. Every student should have the right to live as "normally" as possible.

Not only do students with disabilities have to learn to cope with life around regular peers, students without disabilities have to learn to cope with disabled peers. If we restrict anyone, that student will never learn how to live in the world.

Suzanne Wieber
Jackson, Tennessee

Special Education
I thought the article about the overrepresentation of minorities in special education (January cover story) was extremely well done. It might be helpful to point out some of the reasons why poverty is so highly correlated with mental retardation, reasons such as a lack of adequate prenatal care for the mother, prevalence of low birth weights, effects of alcohol on the fetus, poor nutrition during infancy and early childhood, and a lack of quality day care to provide intellectual stimulation. Schools alone cannot provide all that minority students need for normal cognitive development.

Peggy Walker
Stoughton, Wisconsin

Teacher Certification
I was intrigued by your January 2003 article on the debate over teacher certification requirements (Inside Scoop). In particular, the article defended state certification programs that provide prospective teachers with extensive preparation in pedagogy and educational methods, programs that have come under fire from many people, including education secretary Rod Paige. Perhaps one reason people feel this way is because many teacher certification programs at major universities are complete wastes of time.

I attended a program in Arizona that is a sad example of this trend. While this program offered a single one-credit course on classroom management, I had to take a three-credit linguistics class on different English dialects. The language arts methods classes focused almost entirely on whole language enrichment activities for students who already were proficient readers. The classes offered few direct intervention strategies for struggling readers.

It is disturbing that our profession is being reduced to the point where some say that learning pedagogy is unnecessary. However, much of the blame for these attitudes rests with the certification programs themselves, many of which are neither practical nor relevant to teaching in an actual classroom full of students. The sad fact is that too many preservice teachers must wait until student teaching to learn something that will help them in their careers.

Casey Gagnon
Palm Springs, California

I received "alternative" certification a couple of years ago. My experience and training include more than 20 years in business, government, and adult education; four years as a teacher's assistant; and more clock hours than are required to graduate from a traditional teacher certification program. I belong to two professional organizations and to the union. I read extensively and strive for continuous quality improvement in the classroom. Test scores are up. Students, parents, colleagues, and administrators like my work. Your article says "all students deserve a certified teacher." You should change that to "all students deserve a quality teacher" and start working with the nontraditionals to improve salaries and working conditions for all teachers, instead of using us as scapegoats.

Rich Slettvet
Edmonds, Washington

Church and State
John Draftz argues that the U.S. Constitution does not mention the separation of church and state (Letters, January). Neither is our nation founded on the premise that one brand of Christianity will be an official religion. More specifically, our Constitution guarantees freedom of worship to all religions and the right to practice no religion.

Mr. Draftz also makes the outlandish statement that "religion is... expected to influence the state." I certainly hope that is not the case. One can be moral without beholding to the trappings of religion.

In my world history class I discuss the Egyptian religion, the Babylonians, Islam, Buddhism, Hinduism, Judaism, and Christianity. I also point out Martin Luther's and Miguel Hidalgo's criticisms of the Catholic Church. I certainly do not bring my own religious values to the classroom because I teach in a public school where my policy is that all creeds are equal.

Gerald Lunderville
Long Beach, California

Responsible Learning
In her letter, Judith Valen writes "why should they [children] respect education" in regard to the lack of voter support for public education and state government's failure to prioritize educational funding (Letters, January). Her statement is a philosophical cop-out and an excuse for student apathy and irresponsibility. It is the child's responsibility to see that education is his future and the parent's responsibility to guide and explain the value of an education. If the educational forum is old or dilapidated, children still can learn and seek information, improve their writing, practice their reading, and compute mathematics. Put the child and the parents back into the equation and berate others for not improving the environment of our students.

William Recker
Grand Rapids, Michigan

Student Success
It was a pleasure to read your article "How To Advance Minority Students" (Learning, January) about the tireless work of Roy M?rquez, one of the most patient and well-respected teachers I have collaborated with during my 36 years as a teacher, 30 of those at Garfield High School.

I have worked with both Jaime Escalante and Roy M?rquez, and I always have felt more comfortable with the efforts of M?rquez. Even though both men are great motivators and unselfish givers, Escalante emphasizes memorization of problem-solving methods through repetitive drills, while M?rquez emphasizes critical thinking through open-ended explorations, as stated in your article. Escalante's approach limits itself to the study of calculus, while M?rquez's approach lets students use their thinking skills in other disciplines, including life's ever-present challenges.

Michael Litvak
Pasadena, California

Pension Protection
It amazes me that all of us who have worked in public service will not be able to collect the Social Security benefits that we paid for in other careers. For 10 years I was a teacher in Florida, paying into both Social Security and the Florida retirement system. Currently I am teaching in Maine. From what I understand about the offset laws, I will lose on both accounts. In addition, I am not even entitled to my husband's Social Security benefits.

I am not asking for anything other than a return on my required contributions into the Social Security and retirement funds for the past 25 years. When state retirement plans and federal laws conflict with the rights of all citizens, it is time to take a stand and say enough is enough.

I urge you to stand up for the rights of all educators and public servants across the country. It is time for NEA to take the lead to repeal the GPO and WEP laws.

Stephanie Knight
Falmouth, Maine

I appreciate the few articles that have been printed in recent issues of NEA Today regarding the Social Security offset laws. I would like to see an in-depth article updating readers on the progress NEA has made in working toward the passage of two bills (one in the House and one in the Senate) known as the Social Security Fairness Act of 2001. The bills seek to repeal the Windfall Elimination Provision and the Government Pension Offset.

What is NEA doing to ensure that these bills will have the required amount of cosponsors to get them out of committee and onto the floor of the House and Senate? How many more years will pass before retirees affected by these laws begin to receive the full Social Security benefits they have earned? NEA needs to make our plight a priority.

Mary Ella Bergmann
Bridgeton, New Jersey

[Editor's note: NEA will be actively soliciting support in Congress for measures to repeal the GPO and WEP. At press time, Senator Feinstein (D-CA) in the Senate and Representatives McKeon (R-CA) and Berman (D-CA) in the House had indicated that they intend to reintroduce the Social Security Fairness Act in the new 108th Congress, but bill numbers had not yet been assigned. Check www.nea.org/lac for updates.]

Correction
In the January issue Debate, the photographs of the debaters were inadvertently switched.