Letters
On Teachers' Shoulders

I am a special education teacher frustrated by the ESEA (March cover story). When is our government going to ask educators their opinions about how best to run our schools? After all, aren't we the ones who deal with the unfed, tired, and poor all day long? Why are educators the only ones being held responsible for students' actions? Why are parents not being held accountable as well? It is a team effort to help students. I thought I would be able to make a difference with students and help them make better choices for themselves. It is difficult to accomplish that in a society that values professional athletes more than teachers. Where would all the athletes, lawyers, and doctors be if it weren't for teachers?

Randee Senescu
Clawson, Michigan

ESEA intends to help all children become proficient in reading, math, and science. And how will this be proven? By one test given once a year. I wonder if this is a true representation of our students.

I wouldn't want my performance as a teacher graded according to the results of one test. We need to look at a bigger picture. How does each student perform in the classroom? Can the student solve problems? We don't go through life showing our abilities by answering multiple-choice questions.

I see a lot of pressure being put on educators, parents, and, yes, children. As an educator, my focus is becoming test-oriented rather than teacher/learner-oriented. My kindergarten students are expected to know an increasing amount of information--to know enough so they can pass the test. Are we going to perform to our highest potential if we know our schools will be portrayed as failures if our students don't "pass the test"? Do lawmakers think this will attract better teachers? I know I don't.

Jennie Marshall
Andover, Connecticut

The overemphasis on test scores has changed the type of "leader" managing our schools. Principals, curriculum coordinators, and district superintendents have detached themselves from true education in favor of the business of producing a test score. Our schools are becoming sweatshops for teachers and students with clearly defined boundaries drawn between them and the school administration.

I believe that the high-stakes testing plan crafted by politicians will crumble because of its cost and complete lack of common sense. Students are human beings, not widgets, and their development and worth never will be measured by a test score. Sadly, the politicians will not be held accountable for their lack of understanding of the education process.

There always will be teachers who are capable, committed, and prepared to meet their students' needs, but they will be led by administrators incapable of innovation and educational vision.

James D. Mandigo
Houston, Texas

As an educator in a middle school, I would like to respond to the article "Blue ribbon or Below Par?" from the March issue. I would like to suggest that the science department at Hart Middle School take students to a different level of learning. Instead of shutting down a construction site because it is polluting the river--and consequently taking away people's jobs--have students help the business owner develop the necessary equipment to keep the river clean and the construction site open. This would satisfy environmental responsibility and help the workers remain gainfully employed in an uncertain economy. I believe that this would be "an unforgettable learning experience for eighth graders."

Michelle Tyree
Naples, New York

Students' Special Needs
I would like to respond to the "Dear Web Editor" letter featured in the Wired section (March). The classroom teacher asked about resources to help a visually impaired student review her classmates' work.

The classroom teacher should contact the teacher of visually impaired students who serves her student. If she is unaware of such a teacher, she should try and look at the student's IEP. If there is not an IEP, the student should be referred to a teacher who works with visually impaired students for an assessment. This teacher can assist with needed equipment and materials. The classroom teacher did not specify whether the student uses large print or Braille. There are many different ways that the student's editing needs could be met, from scanning and translating the information into Braille to enlarging the print to meet the student's needs.

Sheryl Schmidt
San Bernardino, California

Searching the Stacks
I was very disappointed with "Book Talk" (February cover story). I was stunned because the article did not mention the school library, except as the place where Tammy Dorsten's students demonstrated their wax museum. While almost every teacher provides a classroom book collection for students, the school library still should be considered the place with the widest selection and variety of reading material.

I agree it is a great idea to have various end products when students are reading--no one loves a good book discussion group more than a librarian. School librarians have wonderful expertise that supports reading programs. After all, the mission of a school library is to support the school curriculum in its entirety. I believe it is a disservice to students to omit the school library and librarian from the process.

Deb Machonis
Ephrata, Pennsylvania

Sex Education
In your February Debate, Elizabeth Bradley argues that since we don't teach children how to drive a car safely when they are drunk, then we shouldn't teach them how to practice safer sex. Too bad she used the wrong analogy. We do tell our students not to drink. We teach them that drinking has many negative health consequences and that it is illegal. But we know that teenagers do drink, so we also tell them that if they drink they should protect themselves and others and have a designated driver.

The "Just say no!" approach to drug education didn't work. It hasn't worked with sex education either. We know that honest and frank discussions with teens about the risks of sexual behavior help delay sexual activity. Isn't that what health education is about, giving students tools and information so they can make the healthiest choices for themselves? By using Ms. Bradley's approach to sex education we are not raising standards, we are short-changing our students' education.

Peter Ryersbach
Middlebury, Vermont

Health Coverage
It was with great concern that I read Adrienne Coles' article "Healthy Students Learn Best" in the February issue. All of us in the classroom have seen students who do not receive the necessary medical care they deserve because their parents' or guardians' employers do not provide medical coverage for dependent children. This is a problem that needs attention.

But, another problem of equal importance is the plight of the thousands of teachers hired on a part-time or substitute basis who do not receive medical or dental coverage through their school districts. School districts are saving countless dollars by employing teachers part time to avoid paying for benefits. All teachers and school personnel need affordable health insurance, along with our students. We need to be healthy as well.

Kelly A. Johnson
White Bear Lake Township, Minnesota

World Connections
In the article "What's in a Soccer Ball?" (My Turn, February), Bill Bigelow states "we learned facts, but acquired no insight" to describe a world geography class where students did not learn about their connection to world issues.

During my 36 years teaching world geography, history, economics, sociology, psychology, and government, my students learned about current events every day and connected "world happenings" with the factual items that I expected all of them to learn and to comprehend.

Bravo to Bigelow and teachers like him.

Kurt Permann
Redfield, South Dakota

Saving for Retirement
Thank you for your recent double-page spread on retirement problems, especially for the portion on the Windfall Elimination Provision (WEP) and the Government Pension Offset (GPO) (Inside Scoop, February). Those of us who have been fighting for the elimination of these unfair laws are very heartened by the increasing amount of public awareness concerning the GPO and WEP.

Legislation will be reintroduced this spring by Congressman Buck McKeon and Senator Dianne Feinstein (companion bills) that will eliminate the GPO and WEP. Everyone, not just those in states directly affected by these laws, should write to their congressional delegation to urge support for these bills.

The Social Security Offsets affect people in every state, from retired teachers to firefighters, police officers, and the health care workers in state care facilities. The laws are unfair and discriminatory, and their elimination is affordable, necessary, and right.

Sue Shaw
Penobscot, Maine

My monthly Social Security benefit checks will be only half of what I was promised and my wife will get nothing when I die because of the Government Pension Offset and the Windfall Elimination Provision.

I still meet teachers who are unaware of the provisions. We are being penalized because we worked for the public schools. We need to eliminate the Government Pension Offset and the Windfall Elimination Provision.

Larry Dashiell
Colorado Springs, Colorado

I was so upset to learn that as a resident of the state of Georgia I would not be able to collect the Social Security benefits that I have paid into all these years simply because I have a retirement plan with the state. Either way, it still is money taken from my paycheck every pay period and I feel this is unfair to every citizen who has a state-funded job.

After speaking with many present and former co-workers, we feel that either our retirement money or the Social Security money we've paid should be returned to us now since we will not be allowed to receive both at retirement age.

Ava Rivers
Macon, Georgia

There is more the NEA can do to help retired teachers with inadequate pension benefits besides working to eliminate the GPO and WEP. The NEA should fight to eliminate across-the-board increases in pension benefits that give the same percentage increase to individuals receiving large and small pensions alike. This widens the gap between rich and poor. It's regressive when it's done with salary schedules and worse when done with pensions.

Individuals who retired many years ago should receive a greater increase in their pension benefits than those who retired recently and already receive more than older retirees. We should lobby state legislatures to eliminate "wind-falls" for retirees at the top of the pension scale and provide a progressive distribution to those at the bottom.

The amount an individual contributed to the retirement system during his or her teaching years is irrelevant to any increases the legislature appropriates after that teacher has retired.

Fred Smith
North Riverside, Illinois

Supporting Teachers
I am saddened that "Truth in Labeling" (January cover story) and related articles called for yet more responsibilities for the classroom teacher.

None of your articles addressed the sad reality that support for educators who wish to enforce consequences for students' bad behavior or a lack of effort is rapidly becoming extinct. We don't need NEAToday to be part of the chorus of those who expect us to do it all.

Jonathan J. Frank
San Francisco, California