[ED Homepage]FOR RELEASE Contact: Melinda Kitchell Malico February 1, 1996 (202) 401-1008
These cuts would derail the progress his young children have made.
"To lose all this would be a tragedy," Leo says. "The key to our children's academic success is the one-on-one help our children get, the year-round learning sessions, an intensive early reading program, our technology focus and strong parent involvement. Teamwork and everyone going the extra mile make for the dramatic student success we have seen."
The new Congress has failed to pass a 1996 budget for the U.S. Department of Education. Under current funding allocations known as a continuing resolution, Title I is reduced by $1.1 billion, or 17 percent. Title I enables schools to provide additional staff and resources for individualized instruction, curriculum improvements, smaller classes, extra time to learn, technology resources, and assistance to train parents to help students learn to read, write and do math.
More than two-thirds of American elementary schools have been receiving Title I support. But the current cuts mean that, nationwide, approximately 9,700 schools will lose all Title I support; more than a million children will lose extra help in reading and math; and nearly 50,000 teachers and teachers' aides could be unemployed.
U.S. Education Secretary Richard W. Riley says these cuts are devastating for schools and children.
"Layoffs, teachers transferred out of their classrooms, and doors once open for student learning suddenly slammed shut will be the shameful result of inadequate stop-gap funding," he says.
The cuts also will hinder local planning efforts.
"By working closely with school districts and cutting red tape, we have made substantial progress in the past two years in helping schools and communities with assistance tailored to their school improvement needs," Riley says. "As schools take inventory of the future, confusion, anger and frustration will replace the current push for better teaching, better learning and higher standards. Schools that have counted on us for support and guidance are sure to be devastated."
The effects of the cuts are being felt in communities across the country as they struggle with budgets for next school year.
Detroit schools, for example, report the possible layoff of 419 teachers, with 10,000 fewer students served. In Boston, where state law requires the school district to submit a budget by the first Wednesday in February, school officials are planning for a 15 percent cut and the elimination of Title I services in 14 schools. And Dallas schools, which expect 4,000 additional students next fall, may have to cut 15 to 20 percent of their teachers even without further cuts.
Sanchez Elementary, like many schools across America, has relied heavily on Title I support to expand learning opportunity for students. With Title I funding, he has worked to improve the curriculum, hired extra teachers to lower class size, and employed specialists to advance the school's goal of using computers to teach academics, increase parent involvement and improve reading achievement.
Leo's 20-year-old school appears an unlikely home for award- winning academic achievement. But, against the odds, students in this urban elementary school, 90 percent of whom are poor, have made considerable gains in reading, writing and math achievement measured by state tests given over the past three years. All 500 pre-K to grade 6 children in the school benefit from Title I funds.
Computers are in every classroom and the technology lab boasts 25 learning stations. The school technology specialist and a lab assistant make the complicated software and hardware pay off in learning gains for kids and better teaching among teachers. Their salaries are paid with Title I funds.
"This school is probably at the forefront of where elementary schools are in technology, and we've used Title I money to get there," Leo says. "Without the necessary support, change is very, very slow."
For six-year-olds struggling through early reading instruction, smaller classes give teachers time for one-on-one help. The Reading Recovery program for "emerging" second grade readers is staffed with a team of two teachers who provide intense reading instruction for 30 minutes a day. Children move on once they master beginning reading skills.
Sanchez Elementary is open year-round. During three 20-day breaks, an "Intersessions" academy offers about 150 especially needy children extra opportunities to master basic and advanced skills in academics, learn acceptable school behavior and improve vocabulary skills. The extra time in school translates to 15 additional school days, and teachers who work the special sessions are paid with Title I funds.
Workshops for parents and Family Math Night help Mom or Dad learn how to be their child's most important teacher, and they take home family-made learning games and ideas about other ways to reinforce learning at home. Yolanda Maldonado, the school's full-time parent liaison, arranges after-school activities, communicates with parents in writing twice a week, responds to their questions and concerns, and helps bridge the communication gap that can exist between parents and teachers. Title I makes Maldonado's presence a possibility.
In order to submit a new budget that will continue to provide these services, Leo needs to know he can count on Title I support.
"Traditionally, the Department of Education has told states and school districts what to expect in federal support six months prior to the start of school," Riley said. "Continuing resolutions undermine that mechanism, damage trust and leave schools guessing about the coming year's funding. State and local education officials are now realizing they can't plan for the coming year with no annual appropriation or fixed spending levels."
Title I grants to school districts provide extra financial assistance to almost all school districts in the country and to about 53,000 schools, especially in low-income areas. Funds help improve the teaching and learning of at-risk children to enable them to master the basics and core subjects, based on high academic standards. Funds are allocated to states, which then distribute them to school districts. Within districts, funds go to schools with the highest proportions of children from low- income areas.
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