March 2008
	Leading the Way

Preparing our schools for tomorrow's world

By Tim Walker

As the threat of recession looms in 2008, politicians and economists are debating how to "jump start" the sluggish economy. That may take care of the short-term picture, but what about the long-term? NEA president Reg Weaver has been telling audiences around the country that long-term solutions, risk-taking, innovation, and the ability to change and meet new challenges are key to the nation's economic future.

"What worries me most, what keeps me awake at night," Weaver said in a speech to the Wisconsin Technical College System in Green Bay, Wisconsin, last fall, "is the danger of losing our ability to compete in a new economy."

Weaver says public schools should never forget the vital role they play in shaping the nation's future, especially as they struggle to adapt to the changing world and the global economy.

The economy of the future will be dominated by industries in microelectronics, telecommunications, robotics, and biotechnology—not to mention new fields that haven't even been predicted.

"Nobody knows exactly what our economy will look like in the year 2030. But there is one thing we know for certain," says Weaver. "If we want our children to succeed and prosper in the knowledge economy of the 21st century, we must support and strengthen our public education system." Boosting our competitiveness, Weaver says, will require focused, large-scale economic investment that reflects a true emphasis on quality education.

The American people recognize that a 21st century education must incorporate a different set of skills that reflect changing economic demands, and they strongly believe that schools can and must play a role in preparing students for these challenges.

A 2007 survey by the Partnership for 21st Century Skills, for example, revealed that an overwhelming 80 percent of voters say that the skills students need to learn to be prepared for the jobs of the 21st century are different from what they needed 20 years ago. And a majority of Americans also say that schools need to do a better job of keeping up with changing educational needs.

Weaver believes great public schools need innovators and risk-takers who understand that to bring quality education to every student, we must acknowledge that a one-size-fits-all education does not work.

"Our schools need to reflect the world in which our children live," Weaver says. "They need to help students become well-rounded individuals with skills to compete in a changing world and contribute to the rich, diverse societal fabric." This includes providing opportunities beyond high school and breaking down the traditional barriers between preschool, K–12, and higher education.

And in the case of those children who live in communities that are stricken by poverty and unemployment, Weaver says, we simply cannot start too soon. The glaring achievement gaps between minority students and their nonminority counterparts and the economic marginalization it creates will jeopardize the country's future economic prosperity. The disparity between the resources in urban schools, or those in rural areas, and schools in the affluent suburbs is vast.

"In the economy of the 21st century, economic success will increasingly depend on human capital," Weaver says, "and if we want to maintain our standard of living and a place of leadership in the world, we must rise to the challenge and see to it that all students benefit so that they can help keep America competitive in this new century."

Despite all the changes, the new technologies, and uncertainty in the world, Weaver told the Illinois Labor History Society in November, one irrefutable fact holds true: the labor movement and public schools have always been leaders in the struggle for equality and opportunity for all.

"That struggle must continue so we can ensure that every child in America is able to compete in the 21st century economy."

After an audit determined she likely knew of or directed more than 400 inappropriate grade changes over six years, Alvarez resigned from the Preuss School, a prestigious charter facility in La Jolla, California. She denies the charges.