Recently, I received a number of letters from a group of eighth graders describing the crumbling conditions of their nearly sixty-year-old school building. Wires are dangling from ceilings, chipped paint lines the hallways, toilets are broken, windows are cracked, supplies are old and outdated and the latest technologies are not available. Do the conditions of our public schools affect our kids’ ability to learn? These kids think so.
Despite their young age, these eighth graders understand that their academic performance is affected by factors beyond school curriculum, teaching methods and standardized testing. They must compete with other students, both in the United States and abroad, who have access to brand new computers, spacious classrooms, state of the art laboratories and the most recent textbooks. In a global marketplace, we cannot afford to fall behind in education.
The learning environment is a huge component of our children’s overall educational experience. First and foremost, our schools should be safe and accessible. Second, they should be equipped with the best technology available.
After reviewing numerous studies from school districts across the nation, the U.S. Department of Education concluded in 2000 that good school facilities are an important precondition for student learning. With all other factors being equal, each study showed that academic achievement levels are lower in schools with poor building conditions.
Dilapidated school facilities threaten not only the academic achievement of our children, but their health and safety as well. For instance, children are more vulnerable to contaminants such as asbestos and lead paint, still found in many of our old school buildings. Air quality even affects students’ ability to concentrate.
Problems like overcrowding, inadequate heating and cooling systems, limited or no locker space, antiquated and unsafe classroom furniture and broken bathroom facilities also jeopardize students’ mental and physical well-being and can affect a school’s ability to retain good teachers. These issues are widespread—especially since the average public school building in this country is forty years old.
In addition to structural deficiencies in our nation’s schools, outdated technologies can have a devastating effect on our kids’ academic potential. Technology has allowed us to accomplish the unthinkable. We can communicate with people across the world quickly and cheaply, and we have endless amounts of information right at our fingertips. No longer can our children successfully compete with their peers, both in school and when they eventually enter the workforce, without a comprehensive knowledge of technology.
While many students have become comfortable using computers and the Internet at home, our schools continue to lag behind. The U.S. Department of Education reported in 2004 that many schools restricted computer use to a “computer room,” where they were rarely used or even upgraded. Today, we find that our children are often more adept in the use of computers than their teachers. This problem will persist until teacher technology training becomes a priority and schools begin taking full advantage of the many new educational technologies available.
As you can see, the needs of our nation’s school systems are numerous. To help remedy this problem, I introduced the 21st Century High-Performing Public School Facilities Act, a bill that authorizes $6.4 billion for the upcoming fiscal year to finance school building renovations, new technologies and teacher training. Specific uses for these funds include: asbestos and lead abatement projects; installation of new technology infrastructure; modernizations to make schools more energy-efficient; upgrades to bring schools into compliance with the Americans with Disabilities Act; and teacher technology training programs.
Funding authorized in this bill will be distributed through matching grants and low-interest loans, allowing local school districts to leverage additional resources from both public and private sources. Priority will be given to school districts with the greatest need and those with the highest percentages of low-income students.
We often hear people say that “our children are our future.” While this phrase can be overused, it is no less true. If we want our children to excel, we have to provide them with a first-rate education. With help from students and parents, teachers and administrators, community leaders and all levels of government, we can create an education system worthy of our children. It is a great privilege to be a part of this exciting effort.
