American Teacher (AFT) Nov-Dec 2012 Issue - Detroit Public Schools

SPEAK OUTShould high school students have a later start to the school day?YESMore sleep means improvedacademic performanceBY russell rosenbergexperts agree that sleep deprivation has a significantnegative impact on school performance. Attention,memory, problem-solving ability and mood are optimalwhen students have adequate sleep. With sleep needsof about nine hours per night, and a sleep clock in thebrain naturally geared toward staying up later, earlyschool start times are a major contributing factor tochronic sleep deprivation in adolescents.Numerous studies have demonstrated that delayedschool start times are associated with increased totalsleep and improved academic performance. Dr. KylaWahlstrom studied the impact of changing school starttimes from 7:15 a.m. to 8:40 a.m. on 18,000 students inthe Minneapolis Public School District. Results showedimproved grades, increased attendance among ninththrough11th-graders, decreased student-reporteddepression and fewer dropouts.Another study, by Dr. Amy Wolfson,demonstrated that seventh- andeighth-graders attending an earlystartingmiddle school must wake upearlier but do not go to bed earlier toensure adequate sleep. These studentsget significantly less sleep thantheir peers at a later-starting school.The study also revealed that studentsat the schools with early start times weretardy four times more frequently, and eighthgradersat the early-starting school had lower gradesthan those at the later-starting school.Moving school start times is one step in a larger pictureof ensuring that adolescents get the sleep they need.It is important for students to know about their sleepneeds and have the skills to make a conscious effort toobtain adequate sleep. Like adults, teens assume theyare expected to function with a sleep debt. We could bebetter role models in that regard. Teachers, parents andadministrators should embrace the later start timesgiven the positive impact they have on students.For more information on school start times and othersleep issues, visit the National Sleep Foundation atwww.sleepfoundation.org.________Russell Rosenberg, Ph.D., is a board-certified sleep specialistand chairman of the National Sleep Foundation, a nonprofitorganization supporting public education regarding sleephealth and safety and sleep-related research.NOChanging start timescreates new problemsBY michael monacoAlthough i’m now in college, and have more controlover my personal sleep schedule, I still vividly remembermy early mornings in high school—and before that,middle school. From seventh grade on, I was awake early,whether to catch a bus or just make it before the first bell.There were always mornings when I wished I could sleeplater. But I understand now—and I did back then—it’snot that simple. School start times are part of a complexsystem, both inside the school system and in the localcommunity, and to make what seems like such a simplechange causes a cascade of effects.In economics, there’s a concept called an “externality,”which is a benefit or cost not directly transmitted throughprice—in other words, it indirectly affects a third party.Changing high school start times triggers a series of negativeexternalities: Later start times would put morebuses on the roads closer to rush hour, exacerbatingtraffic. School start times affectfamilies’ child care arrangements,school transportation budgets, andwhether students can work part time.One of my major concerns when Iwas in high school was the effect latestarts could have on after-school activities.As it was, with a start time of 7:20a.m., I sometimes wouldn’t get homefrom swim team practices, workouts andstudy sessions until 7 p.m. Not every studentran such a schedule, but if later start times discouragestudents from participating in extracurricular activities,and make it harder for students to be active in the sports,clubs and study groups that are such an important—andbeneficial—part of high school, then the negative externalitiesoutweigh any possible positive impact.There’s a saying, derived from a concept in chaostheory, about how the flap of a butterfly’s wings can causea hurricane in another part of the world. Changing schoolstart times can have this “butterfly effect,” sparking unintendedconsequences throughout a community. Couldthe system be better? Maybe. But will changing schoolstart times alone fix the inherent problems? No. Changingschool start times would just make the entire complexsystem of a county or district even worse.________Michael Monaco is a sophomore at the College of William andMary. He attended Hayfield Secondary School in Fairfax County,Va., where start times were hotly debated, and a proposal tochange start times was rejected.WEIGH IN!We want to hear your thoughts onthe current “Speak Out” question.Go to www.aft.org/speakoutto cast your vote.In the last issue ofAmerican Teacher,our “Speak Out”question was:Should the highschool dropout agebe raised to 18?ONLINE POLL RESULTS25%no75%yes“I can solve the dropoutproblem in five minutes:In order to have a driver’slicense, one must eitherbe enrolled in school andpassing with a 2.0 GPA, orbe18 years old.”Peggy LevertonCorvallis (Mont.) Faculty Group“Many students who werealmost impossible toteach at age16 are readyand willing to dowhatever it takes tograduate when they are18.”Ken ChristyTexas AFT“Raising the dropout ageto 18 will not compelthose at risk for droppingout to attend school.”Jim BarnhillMinneapolis Federationof Teachers“We should let them go at16, put the money intoadult education and tellthem to come back whenthey get tired of saying,‘Would you like fries withthat?’ ”Rich PooleRochester (N.H.) Federationof TeachersAMERICAN TEACHER | NOVEMBER / DECEMBER 2012 3

Standing up for their students and each otherChicago members backed by parents and the communityWITH IMPRESSIVE SOLIDARITY and unprecedentedsupport from parents and thecommunity, teachers and paraprofessionalsrepresented by the Chicago TeachersUnion struck for nine days beginning Sept. 10,returning to the classroom only after theirphotos by lee balgemanvoices had been heard and the union’s bargainingteam had reached a tentative agreementwith the school district.“No one wants to strike, and no one strikeswithout cause,” AFT president Randi Weingartensaid at the outset of the strike. “In this instance,it comes on the heels of numeroussteps that left CTU members feeling disrespected,not the least of which was the district’sunilateral decision to strip teachers andparaprofessionals of an agreed-upon 4 percentraise. The strike comes only after longand intense negotiations failed to lead to anagreement that would give CTU members thetools they need to help all their studentssucceed.”On Sept. 18, CTU’s House of Delegatesvoted overwhelmingly to suspend the strikefollowing an extensive discussion of the proposedtentative agreement. (At press time,Chicago Teachers Union members had ratifiedthe new three-year contract, with 79 percentvoting in favor. )“This agreement guarantees that Chicagoteachers, paraprofessionals and clinicians willreturn to the classroom knowing that theirschools and community are strengthenedbecause their voices and experience havebeen respected,” Weingarten said. “And parentscan send their kidsCTU president KarenLewis, above left,fires up unionmembers and theirsupporters indowntown Chicago.to school knowing thattheir teachers fought forthe resources childrenneed to succeed, includinghaving textbooks ontime and investments inart, music, physical educationand other subjectsthat expand andenrich children’s minds.”AFT president Randi Weingarten,above, rallies the striking Chicagoteachers.After the strike ended, CTU officers visitedschools across the city to discuss the tentativeagreement with members and answer theirquestions about it.The document “was forged amid a backdropthat saw a broad cross section of parentsand other Chicagoans join teachers, paraprofessionalsand clinicians in calling for a fair,substantive contract that gives educators andstudents the tools they need to succeed,”added Weingarten, who said CTU presidentand AFT vice president Karen Lewis and herleadership team “represented their memberswell and made clear that their concerns gobeyond wages and benefits to include all theissues affecting their students’ education.”“It was heartening to see the level of supportfor CTU members from parents and communitymembers who share the simple yetpowerful belief that education is more thantests and test prep,” Weingarten said.During the strike, the CTU and its membersreceived support and encouragement, aswell as financial contributions, from AFT affiliatesand members across the country.Visit www.ctunet.comto see the contract’s details.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 5

Union, community partners join forces to drive school reformAFT will team up with parent and community groups for a series of town hall meetingsTO ADVANCE A REFORM agenda that isdriven by the community and educators, theAFT will team up with parent and communitygroups to hold a series of town hall meetings,teach-ins, workshops, and other events in citiesacross the nation. This initiative wasspurred by the collective action of parents,teachers and community groups in Chicago towin the tools and conditions needed to helpall kids succeed.These efforts, which will take place in Chicago,Cleveland, Houston, New Orleans, NewYork City, Philadelphia, Pittsburgh, San Francisco,St. Paul, Tampa and elsewhere, will empowerteachers, parents, students and communitymembers to act collectively inspearheading public school reform. Theirvoices are crucial in providing all children withthe high-quality education they deserve.“Real public education reform comes fromthe bottom up, with teachers, parents and communitiesworking together to help all childrenthrive,” AFT president Randi Weingarten says.“That’s community-driven reform. And that’show we can make every school a school whereparents want to send their kidsand teachers want to teach.”In too many districts, teachersand parents have been shutout of the debate over how totransform public schools; thediscussion instead has focusedon top-down reforms that relyon testing and accountabilityinstead of teaching and learning,and on closing down insteadof fixing neighborhoodschools. And harmful budgetcuts have taken teachers out of the classroom;increased class sizes; and slashed art, music,physical education, libraries, and other criticalsubjects and services that help children learnand grow.“We cannot have true education reformwithout the voices of students, parents, teachersand the community,” says Ocynthia Williams,parent leader and secretary of the NewYork City Coalition for Educational Justice.“It’s time to face up to the failures of the topdown,corporate-driven reform agenda.”Community partners at a AFT officers are joinedSept. 21 meeting in Washington,D.C., where the re-by students, parentsand the community.form initiative was announced,included Brent A. Wilkes, executivedirector of the League of United Latin AmericanCitizens; Richard Gray from the AnnenbergInstitute; and Melissa Erickson, parentleader, Hillsborough (Fla.) Alliance for PublicSchools. A vision statement to drive community-drivenreform is available at http://go.aft.org/communityinfo.michael campbellTEACHERS’ LOUNGEtext dee dee re is a writing mnemonicdeveloped by high school teacher JenniferChristiansen of Chazy, N.Y., to help studentswho are weak in developing evidence tosupport a thesis; they use the letters as aguide to paragraph/body writing. T is forthesis statement; EX is explain thesis; T istransition; D is detail; E is example; E iselaborate (repeat with another detail). RE isrestate the thesis in different words. “I haveused this with struggling learners in highschool with instant results,” Christiansensays, adding that it’s “a useful scaffold fordeveloping richer explanations and connectingto a thesis. Applications are possible forCommon Core writing across disciplines.”sTar power Middle school science teacherThomas Hoolihan of Getzville, N.Y., has agreat idea to use at the beginning of theschool year when you’re trying to get toknow the names of 125 kids. He passes outprecut stars and has students write a qualitythat describes them on each of the star’sfive rays. Then each child describes his orher star to the rest of the class. “We all getsome great background about each studentand learn their names at the same time,”Hoolihan says. The stars are then displayedon a classroom wall.Ever wish you had a clone? As asecond-grade science teacher, David Higleyof Edina, Minn., teaches an active array ofprojects, experiments and procedures. “Mydocument camera is invaluable in thiseffort,” he says. “Before class, I prepare avideo of myself explaining the procedurecoulterindustries.comHAVE A TIP TO SHARE?Submissions to “Teachers’ Lounge” can be madeonline at www.aft.org/teacherslounge or sent incare of American Teacher. We willpay $40 for each idea published.using this camera. Then in class, I press‘play’ while I walk around and individuallyhelp students. With this tool, I am my ownco-teacher,” he explains, adding that themethod also works well with sub plans.“The students get ‘me’ as a teacher, evenwhen I’m not there.”books on the cheap! In a cash-poordistrict where teachers have started to bringin their own copy paper, getting class sets ofbooks is not an option, says seventh-gradelanguage arts teacher Sherri Daley ofNorwalk, Conn. She discovered ProjectGutenberg (www.gutenberg.org), whichoffers free online books. “There arethousands of titles, and the kids love toread books on their computers andphones,” Daley says. “I make one class copyof shorter novellas, like The Metamorphosisand Call of the Wild. What a find.”6 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

CLASS NOTESEducation systems abroad have lessons we can learnNew international comparison has a wealth of data on schools and teachersThe latest annual report oneducation from the Organizationfor Economic Cooperation andDevelopment contains awealth of information aboutthe United States and otherOECD member states—and itreveals some troubling trendsabout how our school systemstacks up.Education at a Glance 2012analyzes the education systemsof the 34 OECD membercountries as well as Argentina,Brazil, China, India, Indonesia,Russia, Saudi Arabia andSouth Africa. “It is imperativethat we actually apply the successfullessons of other countriesand develop education reforms withteachers based on evidence and highqualitystandards,” AFT president RandiWeingarten says.“The voluminous data from this and otherinternational comparisons can point the wayfor educational efforts that help all studentsand teachers succeed.”Unfortunately, the report shows that othercountries are making better progress than theUnited States in several key educationindicators.While the number of college graduates inthe United States has increased modestly inrecent years, for example, we now rank only14th in the world in this category as othercountries have dramatically increased theirgraduation figures. In 1995, the United Statesranked second in college graduates, behindonly New Zealand.One continuing challenge in the UnitedStates has been to increase the number ofcollege graduates coming from familieswhere neither parent finished college. OnlyCanada and New Zealand do worse in thiscategory. However, if one or both parents arecollege graduates, U.S. students are verylikely to graduate, as well.At the other end of the education system,the United States ranks only 28th among the“This report is yet anotherclarion call to focus on whatworks to improve studentachievement, not wastetime and money onpolicies that have no trackrecord of success.”—Randi Weingarten, AFT presidentcountries studied in the percent of 4-year-oldsenrolled in early childhood education: 69 percentvs. the OECD average of 81 percent.The report also contains some revealingdata on the teacher workforce and salariesand working conditions. Despite spendinglevels on education that are around theOECD average for elementary and secondaryeducation, our salaries compare poorly.Overall, U.S. teacher salaries rank12th. Moreover, the difference betweenwhat teachers and othercollege graduates earn here isespecially pronounced. Anelementary school teacherin the United States, for example,earns 67 percent ofthe average college graduate’ssalary; the overallOECD figure is 82 percent.Even more striking arethe differences in theamount of time U.S. teachersspend in front of theclassroom compared withtheir counterparts abroad.Only teachers in Argentina putin substantially more hours. Thereport notes that U.S. teachers, dependingon school level, spend 53-57percent of their time teaching, while teachersin other countries spend 39-47 percent.In other countries, the extra time is spent onactivities such as lesson planning, grading,professional development and staffmeetings.Weingarten points out another contrast:While most U.S. education decisions aremade by school districts, most OECD countriesleave those decisions to the people closestto the students—the professionals in eachschool.In many ways, she adds, the report’s findingssupport the major components of theAFT’s Quality Education Agenda (availableon the AFT website), which include focusingon high-quality teaching, using data to informimprovement and not as a punitivestick, providing educators with more voice inschool decisions, recognizing the importanceof partnerships with parents and community,and providing a robust, standards-basedcurriculum.“This report is yet another clarion call tofocus on what works to improve studentachievement,” Weingarten says, “not wastetime and money on policies that have notrack record of success.”Read the full report athttp://go.aft.org/oecd.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 7

AFT members are staffing phone banks and goingdoor to door in an effort to help re-elect President ObamaWHAT WILL BE THE FATE of the Patient Protection and Affordable Care Act and the millionsof Americans who now have healthcare coverage under this legislation? Will young peopleand families continue to have access to Pell Grants and other college tuition assistance? Andwill right-wing governors and other elected officials feel emboldened to go after the bargainingrights of teachers and other public employees in a naked attempt to silence their voices?An enthusiastic group of AFT members and otherunionists prepare to go door to door in NorthernVirginia.LLOYD WOLFThese are questions that AFT membersand others are pondering as they prepareto go to the polls on Nov. 6. Put simply, it’sa choice between President Obama’s visionof an America that cares for all of its people—theyoung, the old, the middle classand the most vulnerable—and a countrywhose guiding principle is survival of thefittest.It’s a clear and stark choice for memberslike Cleveland special educationteacher L’Taundra Everhart who vividlyrecalls last year’s fight to overturn legislationthat would have stripped Ohio’s educators,firefighters, police officers andother public employees of their bargainingrights. It’s critical that anti-union, antiworkerlaws like the one eventually overturnedin Ohio don’t become widespread,Everhart asserts. “You have to have informedvoters” and elect candidates whowill stop these laws from proliferating, saysEverhart, who has regularly participated inthe door-to-door canvassing and phonebanking organized by the ClevelandTeachers Union and the city’s other unions.Nlandu Kisenda, a paraprofessional ata high school in Northern Virginia, joinedother members of the Fairfax Federation ofTeachers in late September for a day ofcanvassing on behalf of President Obama.Her reasons for supporting the presidentare very personal. “My daughter isgoing to college because of federal studentaid programs,” Kisenda says. “She can’tborrow the money from her parents,” a suggestionRomney has made. “I don’t havemoney for that. There are a lot of smartstudents out there whose parents are poor.”President Obama’s support for early childhoodeducation programs and his effort to passthe American Jobs Act, which would rehire laidoffeducators and rebuild the nation’s infrastructureand crumbling schools, are among theissues driving AFT members to actively supporthis re-election.Thousands of AFT activists -from AFT Pennsylvaniato the Florida Education Association tothe California Federation of Teachers and everyonein between-are talking to friends andfamily about what’s at stake this election.And in Wisconsin, Cynthia Wynn, presidentof the Wisconsin State Public Defender Association,has volunteered at the Obama for Americaphone bank in her Milwaukeeneighborhood.As a public defender,Wynn wants to preservethe social safetyPresident Obama hasconsistently supportedMedicare and otherprograms that millions ofAmericans depend upon.pete souza/white house photo8 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

PHOTOS BY JANEt CENTURYAbove: Cleveland Teachers Unionmembers staff a CTU phone bank thatalso got help from AFT presidentRandi Weingarten, far right photo.net, and is concerned about Medicaid, theAffordable Care Act and services for the mentallyill. “I’m also very concerned about thehorrible positions the Republican Party hastaken on women’s issues,” she says.Sandy Jacobs, an occupational therapistand member of the Wisconsin Federation ofNurses and Health Professionals, was activelyinvolved in the effort this past spring to recallWisconsin Gov. Scott Walker, and says it energizeda lot of union members and otherprogressives who weren’t politically activepreviously. “I think they woke a sleeping gi-Continued on page 22“You have to haveinformed voters.”—L’Taundra Everhart,Cleveland teacherThis Election Day, Nov. 6, AFT members face a critical choice about the future of our country. Important issues definethis election—economic fairness, restoring the middle class, the future of our public schools, and the right of employeesto have a voice in the workplace.President Obama and Joe Biden have atrack record of fighting for the middle class,standing up for workers’ rights and protectingMedicare and Social Security; theirpriorities stand in sharp contrast to theagenda of Mitt Romney and Paul Ryan.Jobs and the EconomyMitt Romney and Paul Ryan opposed theObama administration’s emergency loans tothe U.S. auto industry that ultimately saved1.4 million jobs. And Romney and Ryan haverepeated their intention to cut funding forpolice officers, firefighters and teachers.By contrast, President Obama enteredoffice determined to pull our economy out ofthe worst recession since the Great Depression.He not only helped save 1.4 million jobsin the auto industry, but also championed theAmerican Recovery and Reinvestment Actprotecting critical public services, and savingor creating approximately 400,000 educationand public service jobs.Romney and Ryan would increase taxeson the middle class by $1,300 per familywhile providing millionaires with an averageannual tax break of more than $200,000.President Obama supports making corporationsand the richest 2 percent of Americanspay their fair share, and would extend taxcuts for middle-class families.Workers’ VoiceMitt Romney has a demonstrated record oftrying to break unions, both as governor ofMassachusetts and as CEO of Bain Capital. Hesupported efforts in New Hampshire, Ohioand Wisconsin to end collective bargaining forpublic employees, and he promises to use theU.S. Department of Education to “push back”against teachers unions.President Obama opposed the attacks onworkers in New Hampshire, Ohio andWisconsin, and he supports public employeecollective bargaining.EducationRomney and Ryan want to cut educationfunding by 20 percent, and they opposeefforts to reduce class sizes. The Obamaadministration provided more than$25 billion to keep educators on the job andclass sizes from growing, and to protectagainst cuts in courses and programs.Under the Romney-Ryan budget plan,1 million fewer students would be eligible forPell Grants over the next 10 years, greatlyrestricting higher education access. PresidentObama doubled funding for Pell Grants,resulting in 3 million new grant recipients.Healthcare and MedicareMitt Romney has vowed to repeal the Obamaadministration’s landmark Patient Protectionand Affordable Care Act, which would leavemore than 30 million Americans withoutinsurance, and permit insurance companiesto deny healthcare coverage to people whohave pre-existing conditions.Romney supports a plan that wouldvoucherize Medicare, doubling out-of-pocketcosts for seniors. President Obama opposesefforts to turn Medicare into a voucher, andhas expanded coverage for seniors by closingthe Medicare “doughnut hole,” therebymaking prescription drugs more affordable.On issue after issue, the choice is clear.That is why the AFT has endorsed there-election of President Barack Obama.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 9

of the 112th CongressThe 2010 midterm elections produced a newly dividedCongress, as Republicans regained control of the House of Representativeswhile Democrats maintained a slim majority in theSenate. From the outset of the 112th Congress, it was clear thatboth parties’ agendas were drawn up with an eye toward the rapidlyapproaching 2012 presidential election and hopes of gainingcontrol of Congress or, at a minimum, maintaining control of theirrespective houses. These dynamics set the stage for one of themost polarized and least productive congressional sessions in U.S.history. In fact, during the first session of the 112th Congress, theHouse and the Senate each passed fewer bills than any Congresssince 1947, when the compilation of statistics about lawmakingactivity began.The record of the current Congress stands in marked contrastto its predecessor. On the brink of a recession that was nearing thedepths of the Great Depression, Democratic majorities in theHouse and Senate worked with then newly elected presidentBarack Obama to pass the American Recovery and ReinvestmentAct (arra). This plan assisted struggling Americans and easeddraconian cuts to public services at the state and local levels, helpingbring the country back from the brink of economic disaster.The arra prevented layoffs of thousands of educators and otherpublic employees. The previous Congress also passed the patientprotection and affordable care Act (aca), which made historicreforms to our healthcare system in the face of fierce Republicanopposition.For the 112th congress, partisanship has been the strategyof choice. In the house, the leadership has worked to obstruct,block or undo most, if not all, of the president’s progressiveand proactive agenda. As its first order of business afterregaining control of the house, the republican majorityvoted to repeal the aca, subsequentlyvoting to repeal all or part of it more than 30times. Repealing the aca would, amongother things, cause 1.2 million youngadults to lose healthcare coverage,cause 2.7 million senior citizens topay more for prescription drugs,and make it easier for private insurancecompanies to deny coverageor limit care. A similar effortin the senate to repeal theaca failed.As part of an ideologicalpush to reduce the role ofthe federal government, the house of representatives in spring2011 passed the budget authored by rep. Paul ryan (r-wis.). Ifenacted, this budget would cut education and programs servinglow-income americans while replacing the traditional medicareprogram with a federal voucher plan. The “ryan plan,” which wasapproved by the house again in 2012, also offered additional taxcuts to wealthy individuals and corporations.Despite historic cuts to state budgets and a stubbornly highunemployment rate, house and senate Republicans blocked effortsin their respective chambers to bring up the american jobsact (aja). The aja represents the president’s plan to grow theeconomy by investing in repairing and upgrading our crumblinginfrastructure and creating as many as 2 million new jobs. The ajaalso would have provided funding to keep hundreds of thousandsof firefighters, police officers and educators on the job.Despite the logjam in the 112th congress, there were some victoriesfor working americans—including a vote to prevent interestrates on student loans from doubling and a vote to extend unemploymentinsurance for more than 5 million jobless americans.Whatever the outcome of the november elections, the 112thcongress will return to washington to complete some of its unfinishedwork in a lame-duck session. Decisions about whether toextend portions of the expiring bush tax cuts and how to avertbillions in required cuts (equally split between defense and domesticprograms) through a process called “sequestration”are but a few of the monumental issues that will need to beaddressed after the election. Economists warn that if theseissues are not addressed, the country risks falling back into afull-blown recession.This Voting Record, spanning 2010-12, contains a selectionof votes that are especially important for AFTmembers, the institutions in which we work andthe people we serve. It provides a summaryof how your elected representatives inCongress voted on key issues. Votes arelisted as right (R) or wrong (W) accordingto the aft position on eachissue. Party affiliation(D=Democrat, R=Republican orI=Independent) follows eachmember’s name. The Voting Recordwas prepared by the AFTdepartment of legislation. It isavailable online at www.aft.org/votes.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 11

House Votes1. Repealing Healthcare Reform: HouseRepublicans made repealing the PatientProtection and Affordable Care Act(ACA) their first priority after winningthe majority in the 2010 elections. TheACA, as signed by President Obama,improves access to affordable healthcarecoverage and provides consumerprotections. If the ACA were repealed,1.2 million young adults would losehealthcare coverage, and 2.7 millionsenior citizens would have to pay morefor prescription drugs and would losefree preventive services. In addition, arepeal would end measures to controlhealthcare costs and to prevent privateinsurance companies from denyingcoverage or limiting care. A bill to repealthe ACA, H.R. 2, was passed by theHouse on Jan. 19, 2011, by a vote of245-189. A no vote is a right vote.2. Spending Cuts: The vote on thisresolution required that the fiscal year2011 budget reduce federal spending to2008 levels. This action translated intomassive cuts to education, healthcare,environmental programs, workplacesafety measures, enforcement of wageprotections and other AFT priorityprograms. The resolution was passed bythe House on Jan. 25, 2011, by a vote of256-165. A no vote is a right vote.3. National Labor Relations Board: Rep.Tom Price (R-Ga.) offered an amendmentto H.R. 1, a continuing resolutionto fund the federal government, whichwould defund the National LaborRelations Board for the remainder of2011. This would further the Republicanattack on workers’ rights and protections.The amendment failed on Feb. 17,2011, by a vote of 176-250. A no vote isa right vote.4. For-Profit Education: Reps. John Kline(R-Minn.) and Virginia Foxx (R-N.C.)offered an amendment to H.R. 1, acontinuing resolution to fund thefederal government, that would haveblocked the implementation of the“gainful employment” regulationsproposed by the Obama administration.These commonsense regulations wereaimed at ensuring that all students incareer-education programs end up inproductive jobs and are not burdenedwith unmanageable student loan debt.The regulations sought to protectstudents and taxpayers from widespreadfraudulent abuses that have beenwell-documented in the highereducation for-profit sector. Theamendment passed 289-136 on Feb. 18,2011. A no vote is a right vote.5. Davis-Bacon Wage Protections: Thefederal prevailing wage law, Davis-Bacon, ensures that workers on federallyfunded construction projects are paidcomparably to local “prevailing wage”rates. It prevents contractors fromlow-balling bids and undercutting localworkers. Rep. Steve King (R-Iowa)offered an amendment to H.R. 1, acontinuing resolution to fund thefederal government, that would haverepealed the Davis-Bacon prevailingwage law. The amendment failed onFeb. 19, 2011, by a vote of 189-233. A novote is a right vote.6. D.C. Private School Vouchers: TheScholarships for Opportunity and ResultsAct (H.R. 471), sponsored by SpeakerJohn Boehner (R-Ohio), would reauthorizethe District of Columbia privateschool voucher program. Federal reportsreleased from 2007 to 2010 clearlydocumented the problems with theprogram and its lack of effectiveness.H.R. 471 passed 225-195 on March 30,2011. A no vote is a right vote.7. Ryan Budget: The AFT opposed thebudget authored by Rep. Paul Ryan(R-Wis.) for fiscal year 2012. The budget,H.Con.Res. 34, would cut $6.2 trillion ingovernment spending over the next 10years, with two-thirds of the proposedcuts made in education and programsserving low-income Americans. The planalso would destroy the traditionalMedicare program, replacing it with afederal voucher plan, and convertMedicaid into a block grant that wouldthreaten healthcare coverage for 14million seniors and people withdisabilities, and 30 million children. TheRyan budget passed 236-193 on April 15,2011. A no vote is a right vote.8. Fair Union Elections: Despite its name,the Workforce Democracy and FairnessAct (H.R. 3094) would give companiesmore power to erode union support.H.R. 3094 would open the door to a hostof obstacles to forming a union, such aslonger delays in elections, rampantemployer intimidation against employeesinterested in forming a union, andretaliatory job losses for workersinterested in organizing. H.R. 3094passed in the House by a vote of 235-188on Nov. 30, 2011. A no vote is a rightvote.9. Ryan Budget II: The AFT opposed thebudget authored by Rep. Paul Ryan(R-Wis.) for fiscal year 2013. The budget,H.Con.Res. 112, prioritized tax breaks forupper-income Americans and corporations,while dramatically cuttingdiscretionary funds that supporteducation, training and health initiativesthat are essential to educating ourchildren and helping our economy grow.The budget included specific proposalsin the area of financial aid that wouldmake obtaining a higher educationmore difficult and expensive. Inparticular, the budget allowed for thefederal student loan interest rate todouble from 3.4 percent to 6.8 percent.The budget moved to destroy thetraditional Medicare program byprivatizing and “voucherizing” it, andby raising the Medicare eligibility agefrom 65 to 67. The Ryan budget passed228-191 on March 29, 2012. A no vote isa right vote.10. Student Loan Interest: The AFTopposed H.R. 4628, the Interest RateReduction Act, introduced to extend lowstudent loan interest rates for anotheryear, because the bill would pay for it byeliminating a fund included in thePatient Protection and Affordable CareAct that helps ensure women receiveaffordable and critical preventivehealthcare like breast cancer andcervical cancer screenings, and helpscommunity health centers provide childimmunizations. Democrats proposedfreezing the rate at 3.4 percent for ayear and offsetting the nearly $6 billioncost by ending tax loopholes thatbenefit wealthy shareholders andcorporations. H.R. 4628 passed in theHouse by a 215-195 vote on April 27,2012. A no vote is a right vote.VOTE KEY:R Member’s position agrees with AFT positionW Member’s position disagrees with AFT positionX Member did not cast a yea or nay voteI Member was ineligible to voteP Member voted present12 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

Repealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NAlAbAMAAderholt (R) W W W W W W W W W Wbachus, S. (R) W W W W W W W W W Wbonner (R) W W W W W W W W W Wbrooks (R) W W W W W W W W W WRoby (R) W W W W W W W W W WRogers, Mike D. (R) W W W W W W W W W WSewell (D) R R R R R R R R R RAlASkAYoung, D. (R) W W W W R W W R W WAMeRicAn SAMoAFaleomavaega (D) i i i i i i i i i iARizonAFlake (R) W W W W W W W W W RFranks, T. (R) W W W W W W W W W RGiffords (D) X X X X X X X X i iGosar (R) W W W W W W W W W RGrijalva (D) R R R R R R R R R RPastor (D) R R R W R R R R R RQuayle (R) W W W X X W W W W RSchweikert (R) W W X W W W W W W RARkAnSAScrawford (R) W W W W W W W W W WGriffin (R) W W W W W W W W W WRoss, M. (D) W W R W R R R X R RWomack (R) W W W W W W W W W WcAliFoRniAbaca (D) R R R W R R R R R Rbass, k. (D) R R R R R R R R R Rbecerra (D) R R R R R R R R R Rberman (D) R R R R R R R R R Rbilbray (R) W W W W W W W W W Wbono Mack (R) W W W W W W W W W Wcalvert (R) W W W W W W W W W Wcampbell (R) W W W W W X W W W Wcapps (D) R R R R R R R R R Rcardoza (D) R R R W R R R R R Xchu (D) R R R R R R R R R Rcosta (D) R W R W R R R R R XDavis, S. (D) R R R R R R R R R RDenham (R) W W W W W W W W W WDreier (R) W W W W W W W X W Weshoo (D) R R R R R R R R R RFarr (D) R R R R R R R R R XFilner (D) R R R W R R R R X XGallegly (R) W W W W W W W W W WGaramendi (D) R R R R R R R R R RHahn (D) i i i i i i i R R RHarman (D) R R X R X i i i i iHerger (R) W W W W W X W W W WHonda (D) R X R R R R R R R RHunter (R) W W W W W X W W W Wissa (R) W W W W W W W W W Wlee (D) R R R R R R R R R Rlewis, Jerry (R) W W W W W W W W W Wlofgren (D) R R R R R R R R R Rlungren (R) W W W W W W W W W WVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NMatsui (D) R R R R R R R R R RMccarthy, k. (R) W W W W W W W W W WMcclintock (R) W W W W W W W W W RMckeon (R) W W W W W W W W W WMcnerney (D) R R R R R R R R R RMiller, George (D) R R R R R R R R R RMiller, Gary (R) W W W W W W W W W Wnapolitano (D) R R R R R R R R R Rnunes (R) W W W W W W W W W XPelosi (D) R R R W R R R R X RRichardson (D) R R R R R R R R R RRohrabacher (R) W W W R W W W W W WRoybal-Allard (D) R R R R R R R R R RRoyce (R) W W W W W W W W W WSánchez, linda (D) R R R R R R R R R RSanchez, loretta (D) R R R W R R R R R RSchiff (D) R R R R R R R R R RSherman (D) R R R R R R R R R RSpeier (D) R R R R R R R R R RStark (D) R R R R X R R R R RThompson, M. (D) R R R R R R R R R RWaters (D) R X R R R R R R R RWaxman (D) R R R R R R R R R RWoolsey (D) R R R R R R R R R RcoloRADocoffman (R) W W W W W W W W W WDeGette (D) R R R R R R R R R RGardner (R) W W W W W W W W W Wlamborn (R) W W W W W W W W W RPerlmutter (D) R R R W R R R R R RPolis (D) R R R R R R R R R RTipton (R) W W W W W W W W W WconnecTicuTcourtney (D) R R R R R R R R R RDelauro (D) R R R R R R R R R RHimes (D) R R R R R R R R R Rlarson, J. (D) R R R R R R R R R RMurphy, c. (D) R R R R R R R R R RDelAWARecarney (D) R R R R R R R R R RDiSTRicT oF coluMbiAnorton (D) i i i i i i i i i iFloRiDAAdams (R) W W W W W W W W W Wbilirakis (R) W W W W W W W W W Wbrown, c. (D) R R R R R R R R R Rbuchanan (R) W W W W W W W W W Wcastor (D) R R R W R R R R R Rcrenshaw (R) W W W W W W W W W WDeutch (D) R R R W R R R R R RDiaz-balart (R) W W R W R W W W W WHastings, A. (D) R R R W R R R R R RMack (R) W W W W W W W X X WMica (R) W W W W W X W W W WMiller, J. (R) W W W W W W W W W Rnugent (R) W W W W W W W W W WPosey (R) W W W W W W W W W WVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NRivera (R) W W R W R W W W W WRooney (R) W W W W W W W W W WRos-lehtinen (R) W X R W R W W W W WRoss, D. (R) W W W W W W W W W WSoutherland (R) W W W W W W W W W WStearns (R) W W W W W W W W W WWasserman Schultz (D) R R R W R R R X R RWebster (R) W W W W W W W W W WWest, A. (R) W W W W W W W W W WWilson, F. (D) R R R W X R R R R RYoung, c.W. (R) W W W W W W W W W WGeoRGiAbarrow (D) R W R W R R R W R Wbishop, S. (D) R R R R R R R R R Rbroun (R) W W W X W W W W X RGingrey (R) W W W X W W W W W WGraves, T. (R) W W W W W W W W W RJohnson, H. (D) R R R R R R R R R Rkingston (R) W W W W W W W W W Xlewis, John (D) R R R R R R R R R RPrice, T. (R) W W W W W W W W W RScott, A. (R) W W W W W W W W W WScott, D. (D) R R R W R R R R R RWestmoreland, l. (R) W W W W W W W W W RWoodall (R) W W W W W W W W W RGuAMbordallo (D) i i i i i i i i i iHAWAiiHanabusa (D) R R R R R R R R R RHirono (D) R R R R R R R R R XiDAHolabrador (R) W W R W W W W W W RSimpson (R) W W R W W R W W W WillinoiSbiggert (R) W W R W R R W W W Wcostello (D) R W R W X R R R R RDavis, D. (D) R R R R R R R R R RDold (R) W W R W R R W W W WGutierrez (D) R R R R R R R X R RHultgren (R) W W R W R W W W W WJackson, J. (D) R R R R R R R R X RJohnson, Timothy (R) W W R R R R W R W Wkinzinger (R) W W R W R W W W W Wlipinski (D) R W R W R W R R R WManzullo (R) W W W W W W W W W WQuigley (D) R W R R R R R R R RRoskam (R) W W R W R W W W W WRush (D) R R R R R R R R R RSchakowsky (D) R X R R R R R R R RSchilling (R) W W R W R W W W W WSchock (R) W W R W R W W W W WShimkus (R) W W W W R W W W W WWalsh (R) W W W W R W W W W RinDiAnAbucshon (R) W W R W W W W W W Wburton (R) W W W W W W W W W Wcarson (D) R R R R R R R R R RAMERICAN TEACHER | NOVEMBER / DECEMBER 2012 13

Repealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NDonnelly (D) R W R W R R R R R WPence (R) W W W W W W W W W WRokita (R) W W W W W W W W W WStutzman (R) W W W W W W W W W WVisclosky (D) R R R W R R R R R RYoung, T. (R) W W W W W W W W W WioWAboswell (D) R R R R R R R R R Rbraley (D) R X R R R R R X R Rking, S. (R) W W W W W W W W W Wlatham (R) W W R W W W W W W Wloebsack (D) R R R R R R R R R RkAnSASHuelskamp (R) W W W W W W W W R RJenkins (R) W W W W W W W W W XPompeo (R) W W W W W W W W W WYoder (R) W W W W W W W W W WkenTuckYchandler (D) R W R W R R R R R RDavis, G. (R) W W W W W W W W W XGuthrie (R) W W W W W W W W W WRogers, H. (R) W W W W W W W W W WWhitfield (R) W W R W R W W W R WYarmuth (D) R R R W R R R R R RlouiSiAnAAlexander, R. (R) W W W W R W W W W Wboustany (R) W W W W W W W W W Wcassidy (R) W W W W W W W W W XFleming (R) W W W W W W W W W Wlandry, J. (R) W W W W W W W W W WRichmond (D) R R R R R R R R R RScalise (R) W W W W W W W W W WMAineMichaud (D) R R R R R R R R R RPingree (D) R R R R R X R R X RMARYlAnDbartlett (R) W W W W W W W W W Wcummings (D) R R R R R R R R R Redwards (D) R R R R R R R R R RHarris (R) W W W W W W W W W WHoyer (D) R R R R R R R R R RRuppersberger (D) R R R R R R R R R RSarbanes (D) R R R R R R R R R RVan Hollen (D) R R R R R R R R R RMASSAcHuSeTTScapuano (D) R R R R R R R R R RFrank, b. (D) R X R R R R R R R R0 keating (D) R R R R R R R R R Rlynch (D) R R R R R R R R R RMarkey (D) R R R R R R R R R RMcGovern (D) R R R R R R R R R Rneal (D) R X R R R R R R R Rolver (D) R R R R R R X R R RTierney (D) R R R R R R R R R RTsongas (D) R R R R R R R R R RMicHiGAnAmash (R) W W W W W W W W R RVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N Nbenishek (R) W W W W W W W W W Wcamp (R) W W R W W W W W W Xclarke (D) R R R R R R R R R Rconyers (D) R R R R R R R R R RDingell (D) R R R R R R R R R RHuizenga (R) W W W W W W W W W Rkildee (D) R R R R R R R R R Rlevin, S. (D) R R R R R R R R R RMccotter (R) W W R W R W W W W WMiller, c. (R) W W R W R W W W W WPeters (D) R R R W X R R R R RRogers, Mike (R) W W R W W W W W W Wupton (R) W W W W R W W W W WWalberg (R) W W R W W W W W W RMinneSoTAbachmann (R) W W W W W W W X W Wcravaack (R) W W R W R W W W W Wellison (D) R R R R R R R R R Rkline, J. (R) W W R W W W W W W WMccollum (D) R R R X X R R R R RPaulsen (R) W W W W W W W W W WPeterson (D) R W R W R R R R R WWalz (D) R R R W R R R R R WMiSSiSSiPPiHarper (R) W W W W W W W W W Wnunnelee (R) W W W W W W W W W WPalazzo (R) W W W W W W W W W WThompson, b. (D) R R R W R R R R R RMiSSouRiAkin (R) W W W W W W W W W Wcarnahan (D) R R R R R R R R R Rclay (D) R R R W R R R R R Rcleaver (D) R R R R R R R R R Remerson (R) W X R W R W W W W WGraves, S. (R) W W R W W R W W W WHartzler (R) W W W W W W W W W Wlong (R) W W W W W W W W W Wluetkemeyer (R) W W W W W W W W W WMonTAnARehberg (R) W W R W R W R W R WnebRASkAFortenberry (R) W W R W W W W W W WSmith, Adrian (R) W W W W W W W W W WTerry (R) W W W W W W W W W WneVADAAmodei (R) i i i i i i i W W Wberkley (D) R R R W R R R R R RHeck (R) W W R W R W W W W WneW HAMPSHiRebass, c. (R) W W R W W W W W W WGuinta (R) W W W W W W W W W WneW JeRSeYAndrews (D) R R R W R R R R R RFrelinghuysen (R) W W W W W X W W W WGarrett (R) W W W W W W W W W RHolt (D) R R R R R R R R R Rlance (R) W W R W R W W W W WVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N Nlobiondo (R) W W R W R R W R W WPallone (D) R R R R R R R R R RPascrell (D) R R R R R X R R R RPayne (D) R X R W R R R R i iRothman (D) R R R W R R R R R RRunyan (R) W W R W R W W R W WSires (D) R R R W R R R R R XSmith, c. (R) W W R W R W W R W WneW MeXicoHeinrich (D) R R R W R R R R R Rluján (D) R R R R R R R R R RPearce (R) W W W W W W W W W WneW YoRkAckerman (D) R R R R R R R R R Rbishop, T. (D) R R R R R R R R R Wbuerkle (R) W W W W W W W W W Wclarke (D) R R R P R R R R R Rcrowley (D) R R X W R R R R R Rengel (D) R R R W R R R R R RGibson, c. (R) W W R W R W W W R WGrimm (R) W W R R R W W R W WHanna (R) W W R W R W W W W WHayworth (R) W W W W W W W W W WHiggins (D) R R R R R R R R R WHinchey (D) R X R R R R R R X RHochul (D) i i i i i i i R R Wisrael (D) R R R W R R R R R Rking, P. (R) W W R W R W W R W Wlee, c. (R) W W i i i i i i i ilowey (D) R R R W R R R R R RMaloney (D) R R R W R R R R R RMccarthy, c. (D) R R R W R R R R R RMeeks, G. (D) R R R W R R X R X Rnadler (D) R R R R R R R R R Rowens (D) R R R W R R R R R WRangel (D) R R R R R R R R X XReed, T. (R) W W R W W W W W W WSerrano (D) R R R W R R R R R RSlaughter (D) R R R R R R R R R XTonko (D) R R R W R R R R R RTowns (D) R R R W R R R R R XTurner, b. (R) i i i i i i i W W WVelázquez (D) R R R R R X R R R RWeiner (D) R R R R R R R i i inoRTH cARolinAbutterfield (D) R R R R R R R R R Rcoble (R) W W W W W W W W W Rellmers (R) W W W W W W W W W WFoxx (R) W W W W W W W W W RJones (R) W W W W R W R W R Wkissell (D) R W R W R R R R R WMcHenry (R) W W W W W W W W W XMcintyre (D) W R R R R R R W R WMiller, b. (D) R R R R R R R R R RMyrick (R) W W W W W W W W W WPrice, D. (D) R R R R R R R R R RShuler (D) R W R W R X R R R R14 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

Repealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestRepealing Healthcare ReformSpending CutsNational Labor Relations BoardFor-Profit EducationDavis-Bacon Wage ProtectionsD.C. Private School VouchersRyan BudgetFair Union ElectionsRyan Budget IIStudent Loan InterestVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NWatt (D) R R R R R R R R X RnoRTH DAkoTAberg (R) W W W W W W W W W WnoRTHeRn MARiAnA iSlAnDSSablan (D) i i i i i i i i i ioHioAustria (R) W W W W W W W W W Wboehner (R) W X X X X X X X X Wchabot (R) W W W W W W W W W WFudge (D) R R R R R R R R R RGibbs, b. (R) W W W W W W W W W WJohnson, b. (R) W W R W W W W W W WJordan (R) W W W W W W W W W Wkaptur (D) R X R R R R R R R Rkucinich (D) R R R R R R R R R RlaTourette (R) W W R W R W W R W Wlatta (R) W W W W W W W W W WRenacci (R) W W W W W W W W W WRyan, T. (D) R R R W R R R R R RSchmidt (R) W W W W R W W W W WStivers (R) W W R W R W W W W WSutton (D) R R R R R R R R R RTiberi (R) W W R W R W W W W WTurner (R) W W R W R W W W W WoklAHoMAboren (D) W W R W R R R W R Wcole (R) W W W W W W W W W Wlankford (R) W W W W W W W W W Wlucas (R) W W W W W W W W W WSullivan (R) W W X W W W W W W WoReGonblumenauer (D) R R R R R R R R R Xbonamici (D) i i i i i i i i R RDeFazio (D) R R R R R R R R R RSchrader (D) R W R R R R R R R RWalden (R) W W R W R W W W W WWu (D) R R R R R R R i i iPennSYlVAniAAltmire (D) R W R W R R R R R Rbarletta (R) W W R W W W W W W Wbrady, R. (D) R R R R R R R R R Rcritz (D) R R R W R R R R R RDent (R) W W R W W W W W W WDoyle (D) R R R W R R R R R RFattah (D) R R R R R R R R R RFitzpatrick (R) W W R W R W W W W WGerlach (R) W W R W R W W W W WHolden (D) R W R W R R R R R Xkelly (R) W W R W R W W W W WMarino (R) W W W W W W W W W XMeehan (R) W W R X R W W W W WMurphy, T. (R) W W R W R W W W W RPitts (R) W W W W W W W W W WPlatts (R) W W W W W X W W R WSchwartz (D) R R R R R R R R R RShuster (R) W W X W W W W W W WThompson, G. (R) W W W W W W W W W WVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NPueRTo RicoPierluisi (D) i i i i i i i i i iRHoDe iSlAnDcicilline (D) R R R R R R R R R Rlangevin (D) R R R R R R R R R RSouTH cARolinAclyburn (D) R R R R R R R R R RDuncan (R) W W W W W W W W W RGowdy (R) W W W W W W W W W RMulvaney (R) W W W W W W W W W RScott, T. (R) W W W W W W W W W WWilson, J. (R) W W W W W W W W W RSouTH DAkoTAnoem (R) W W W W W W W W W WTenneSSeeblack, D. (R) W W W W W W W W W Rblackburn, M. (R) W W W W W W W W W Wcohen (D) R R R R R R R R R Rcooper (D) R W R R R R R W R RDesJarlais (R) W W W W W W W W W WDuncan (R) W W W W W W W W R WFincher (R) W W W W W W W W W RFleischmann (R) W W W W W W W W W WRoe (R) W W W W W W W W W WTeXASbarton (R) W W W W W x W W R Wbrady, k. (R) W W W W W W W W W Wburgess (R) W W W W W W W W W Wcanseco (R) W W W W W W W W W Xcarter (R) W W W W W W W W W Wconaway (R) W W W W W W W W W Wcuellar (D) R R R W R R R W R Rculberson (R) W W W W W W W W W WDoggett (D) R R R R R R R R R RFarenthold (R) W W R W W W W W W WFlores (R) W W W W W W W W W WGohmert (R) W W W X W W W W W WGonzalez (D) R R R R R R R R R RGranger (R) W W W W W W W W W WGreen, A. (D) R R R R R R R R R RGreen, G. (D) R X R R R R R R R RHall, R. (R) W W W W W W W W W WHensarling (R) W W W W W W W W W WHinojosa (D) R R R R X R R R R XJackson lee (D) R R R R R R R R R RJohnson, S. (R) W W W W W W W W W WJohnson, e. (D) R R R R R R R R R RMarchant (R) W W W W W W W W W WMccaul (R) W W W R W W W W W Wneugebauer (R) W W W W W W W W W Rolson (R) W W W W W W W W W WPaul, Ron (R) W W W W X R R X X XPoe (R) W W W W W W W W W WReyes (D) R R R W R R R R R RSessions, P. (R) W W W W W W W W W WSmith, lamar (R) W W W W X W W W W WThornberry (R) W W W W W W W W W WVote Number: 1 2 3 4 5 6 7 8 9 10AFT Position: N N N N N N N N N NuTAHbishop, R. (R) W W W W W W W W W Wchaffetz (R) W W W W W W W W W WMatheson (D) R W R W R R R W R WVeRMonTWelch (D) R R R R R R R R R RViRGin iSlAnDSchristensen (D) i i i i i i i i i iViRGiniAcantor (R) W W W W W W W W W Wconnolly (D) R R R W R R R R R RForbes (R) W W W W W W W W W WGoodlatte (R) W W W W W W W W W WGriffith (R) W W W W W R W W W WHurt (R) W W W W W W W W W WMoran, James (D) R R R R R R R R R RRigell (R) W W W W W W W W W WScott, R. (D) R R R W R R R R R RWittman (R) W W X W W W W W W WWolf (R) W W W W W W W W W WWASHinGTonDicks (D) R R R R R R R R X RHastings, D. (R) W W W W W W W W W WHerrera beutler (R) W W R W W W W W W Winslee (D) R R R R R R R R i ilarsen, R. (D) R R R R R R R R R RMcDermott (D) R R R R R R R R R RMcMorrisRodgers (R) W W W W W W W W W WReichert (R) W W R W R R X W W WSmith, Adam (D) R R R R R R R R R RWeST ViRGiniAcapito (R) W W R W R W W W W WMckinley (R) W W R W R W R W R WRahall (D) R R R R R R R R R RWiSconSinbaldwin (D) R R R R R R R X R RDuffy (R) W W R W W W W W W Wkind (D) R R R W R R R R R RMoore (D) R R R R R R R R R RPetri (R) W W R W R W W W W WRibble (R) W W W W W W W W W WRyan, P. (R) W W R W R W W W W WSensenbrenner (R) W W R W W W W W W WWYoMinGlummis (R) W W W W W W W W W WVOTE KEY:R Member’s position agrees with AFT positionW Member’s position disagrees with AFT positionX Member did not cast a yea or nay voteI Member was ineligible to voteP Member voted presentAMERICAN TEACHER | NOVEMBER / DECEMBER 2012 15

Repealing Healthcare ReformDavis-Bacon Wage ProtectionsMedicare/Medicaid/Higher EdAmerican Jobs ActTeacher/First Responder JobsInfrastructure/JobsEducation FundingRepealing Healthcare ReformDavis-Bacon Wage ProtectionsMedicare/Medicaid/Higher EdAmerican Jobs ActTeacher/First Responder JobsInfrastructure/JobsEducation FundingVote Number: 1 2 3 4 5 6 7AFT Position: N Y N Y Y Y YMARYlAnDcardin (D) R R R R R R RMikulski (D) R R R R R R RMASSAcHuSeTTSbrown, Scott (R) W W R W W W Rkerry (D) R R R R R R RMicHiGAnlevin, c. (D) R R R R R R RStabenow (D) R R R R R R RMinneSoTAFranken (D) R R R R R R Rklobuchar (D) R R R R R R RMiSSiSSiPPicochran (R) W W W W W W RWicker (R) W W W W W W RMiSSouRiblunt (R) W W W W W W RMccaskill (D) R R R R R R WMonTAnAbaucus, M. (D) R R R R R R RTester (D) R R R W R R RnebRASkAJohanns (R) W R W W W W Rnelson, ben (D) R R R W W W RneVADAensign (R) W W i i i i iHeller (R) i i W W W W RReid, H. (D) R R R W R R RneW HAMPSHiReAyotte (R) W W W W W W WShaheen (D) R R R R R R RneW JeRSeYlautenberg (D) R R R R R R RMenendez (D) R R R R R R RneW MeXicobingaman (D) R R R R R R Rudall, T. (D) R R R R R R RneW YoRkGillibrand (D) R R R R R R RSchumer (D) R R X R R R RnoRTH cARolinAburr (R) W W W W W W WHagan (D) R R R R R R RnoRTH DAkoTAconrad (D) R R R R R R RHoeven (R) W W W W W W RoHiobrown, Sherrod (D) R R R R R R RPortman (R) W W W W W W WoklAHoMAcoburn (R) W X W X W W Winhofe (R) W W W W W W WoReGonMerkley (D) R R R R R R RWyden (D) R R R R R R RPennSYlVAniAcasey (D) R R R R R R RToomey (R) W W W W W W WVote Number: 1 2 3 4 5 6 7AFT Position: N Y N Y Y Y YRHoDe iSlAnDReed, J. (D) R R R R R R RWhitehouse (D) R R R R R R RSouTH cARolinADeMint (R) W W W W W W WGraham (R) W W W W W W RSouTH DAkoTAJohnson, Tim (D) R R R R R R RThune (R) W W W W W W WTenneSSeeAlexander, l. (R) W W W W W W Rcorker (R) W W W W W W WTeXAScornyn (R) W W W W W W WHutchison (R) W W X W W W RuTAHHatch (R) W X W W W W Wlee, M. (R) W W W W W W WVeRMonTleahy (D) R R R R R R RSanders (i) R R R R R R WViRGiniAWarner (D) X X R R R R RWebb (D) R R R R R R RWASHinGToncantwell (D) R R R R R R RMurray (D) R R R R R R RWeST ViRGiniAManchin (D) R R R R R R RRockefeller (D) R R R R R R RWiSconSinJohnson, R. (R) W W W W W W Wkohl (D) R R R R R R RWYoMinGbarrasso (R) W W W W W W Wenzi (R) W W W W W W WAMERICAN TEACHER | NOVEMBER / DECEMBER 2012 17

Diplomas Now nurtures the whole childTeam approach helps Detroit students stay in class and succeed in schoolCity Year staff likeJoel Gullickson are a at detroit collegiatekey part of keeping Preparatory High School, ifstudents at Detroit Prep you fall down, someone willengaged in learning.catch you.In fact, a whole team of adults—teachers,administrators, even social workers—will bethere to help.“If it takes a village to raise a child, theyactually bring the village to the child,” saysThomas Van Hulle, the school transformationfacilitator and a member of the DetroitFederation of Teachers.Detroit Prep is a pioneer of DiplomasNow, a school improvement program supportedby the school district and fundedthrough i3 (Investing in Innovation) and thePepsiCo Foundation. The research-basedreform initiative has as partners three nationalleaders in supporting schools: CityYear, Communities in Schools, and TalentDevelopment (a model developed by JohnsHopkins University that provides a curriculumand professional development).The DFT initiated Diplomas Now in Detroitafter an AFT TEACH conference presentationon its success in other cities. The program,says DFT president and AFT vicepresident Keith Johnson, gives teachers theautonomy they need to innovate new ways toaddress “intrinsic cultural inhibitors” like truancy,transiency and lack of academic focus.Research shows that students in grades6-9 with poor attendance, poor behaviorand/or failing grades have only a 25 percentchance of graduating. To catch them beforethey fail, Diplomas Now uses Johns Hopkins’Talent Development model, with an “earlywarning” team monitoring system to identifystruggling students, and a curriculum thatincludes “school success courses” such asFreshmen Seminar and Mastering MiddleGrades. In addition, young “near peers” fromCity Year tutor, coach, mentor and inspirestudents to stay engaged at school. Finally,an on-site coordinator guides high-needsstudents to everything from anger managementto food supplements, transportationsolutions and help paying utility bills.“Other reform models will talk aboutsmaller class sizes that will fix everything, orsmaller schools, or differentiated instruction,”says Van Hulle. Diplomas Now actuallyprovides the human capital to address thebasic needs of the students.That made all the difference for onechronically absent student. “She would comemaybe three days in a row, and then wewouldn’t see her for three weeks,” says JadaFrank, a Detroit Prep teacher and DFT member.“In your everyday hustle and bustle, youmay recognize that you’re not seeing a student,but you may nothave time to make aphone call.” So City Year,an AmeriCorps-affiliatedfederal program thatBlue blazers signifyacademic commitmentas ninthgraderscompletetheir first year atDetroit Prep.Photos by jim westputs young people to work for a year in highneedsurban areas, kicked in: One of the CityYear members called the girl’s home, andlearned she was responsible for getting ayounger sibling to school. After the schoolhelped her family arrange alternate transportation,the student has been in school, ontime, and her grades have gone up.Another student not only was missingschool, but also behaved as if she didn’t care.Staff launched an intervention, showeringthe family with phone calls—not to reportbad behavior, but to praise the positive, lettingMom know when the daughter showedup on time, supported a classmate or did wellon at test.“All of a sudden, the student was one ofthe first kids here, every day, at school, ontime,” says Ricardo Martin, principal at DetroitPrep. “She did a complete turnaround.”“Our mantra is ‘nagging and nurturing,’ ”says Van Hulle, reminding students to completeassignments, to tuck in a shirt or remembera change in the bus schedule, forexample. And everyone participates.“It’s completely collaborative,” says Martin.Teachers have a voice, “so that as wemove forward, everyone is on the samepage.”City Year workers are especially effective,pulling students out for extra help so teachersneedn’t interrupt class lessons, and enthusiasticallyleading special activities likeContinued on page 2618 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012For more information,see http://diplomasnow.org.

American Teacher: 100 years as a voice for the AFTIN 1912, EDUCATORS nationwide began reading a newspaper that suggested teachers shouldform a union; the publication also expressed support for peer review and smaller class sizes. It calledfor free breakfasts and lunches for students, and stressed the need to repair poorly constructed schoolbuildings. That newspaper was the forebear of the publication you hold in your hands.Today’s AmericanTeacher continues to advocatefor many of thesame reforms it promoted100 years ago.Launched by a groupof forward-thinking NewYork City teachers, the earliestissues of AmericanTeacher primarily addressedthe paternal, topdownmindset of administratorsin the city’s public1916schools. The topic resonatedwith teachers across the country. Thenewspaper adopted the slogan “Democracyin Education, Education in Democracy” tomake the point that teachers must be treateddemocratically if they were to teach studentsabout democracy. In other words, the systemmust practice what it teaches.The newspaper grew in circulation and, in1913, the editors decided it was time to urgeteachers in New York City to form a union. TheFebruary 1913 issue called for teachers andlike-minded “citizens to organize an associationwhich shall have for its objects improvedworking conditions for teachers and bettereducational results for children.” This led tothe formation of the New York Teachers’League. Teachers in cities like Chicago, whoalready had a union, extended their solidarity.The call to unionize gave hope to educators incities that had no union.In 1916, eight teachersunion locals united to formthe American Federation ofTeachers—and made theAmerican Teacher its officialpublication.After World War I, antiunionismswept the country.Many teachers were forced tosign yellow-dog contracts,which barred them from joiningunions. AFT membershipand revenues declined soseverely that AmericanTeacher stopped publishing.1942American Teacherfrom1967-1992.It would not reappear until September 1926.By the Great Depression, the paper notonly was reflecting the goals of the AFT as aunion fighting for bread-and-butter issues, butalso was becoming an advocate for schoolimprovement and social change. AmericanTeacher articles tackled topics such as tenure,the inequality of a tax system that was cripplingdistricts nationwide, as well as racial andreligious discrimination in the United Statesand the dangers of fascism in Europe.During World War II, the paper took ona decidedly patriotic tone to support the wareffort. American Teacher also reminded readersof social ills here at home, such as discrimination.Every issue included updates aboutthe nation’s problems as well as the progressof the nascent civil rights movement.When Carl Megel became president of theAFT in the 1950s, he turned most of the operationof American Teacher over to a publicrelations company, which continued to coverAFT priorities, the importance of collectivebargaining, and the civil rights movement.Nonetheless, the paper took a turn toward thebland. It was not until collective bargainingbecame a reality in the 1960s that AmericanTeacher received a face-lift which includedmore energetic and thought-provoking columns.Every issue featured articles about bargainingelections and the newest members tojoin the AFT. The paper quickly became recognizedas a leading source of information on thesudden and impressive rise of teachers unions.In the late 1970s, underthe leadership of legendaryAFT president Albert Shanker,American Teacher took anothereditorial turn that continuesto this day. The paperbegan to focus on organizing,political power, educationreform and professional developmentfor members. Itcovered the AFT’s new constituencies—nurses,publicemployees and paraprofessionals,and became the go-topublication for education reformers,with articles on classroom resources,peer review programs, overcrowded andcrumbling schools, and the impact of AIDS.For 100 years, American Teacher has coveredvirtually every significant developmentin education, the AFT and our society in general.That proud legacy continues. The publicationremains the voice of the AFT, a sourceof news and resources for educators, and anadvocate for the schools, students and communitiesour members serve.—Dan Golodner, AFT archivistAMERICAN TEACHER | NOVEMBER / DECEMBER 2012 19

A collaborative effort to revitalize a struggling communityReconnecting McDowell making progress on its long-term goalsVermont health professionals honored for work in HaitiMari Cordes, at left above,president of the VermontFederation of Nurses andHealth Professionals, andformer president JenniferHenry accept the AFT’shuman rights award.IN THE NINE MONTHS since the public-privatepartnership Reconnecting McDowell waslaunched, much progress has been made towardthe long-term goal of revitalizing the WestVirginia county’s struggling education systemand community services that have been ravagedby decades of economic decline.“McDowell County is slowly but surelybecoming reconnected on a variety of fronts,thanks to the collaborative work of more than100 partners and friends,” says AFT presidentRandi Weingarten. “When the partnershipwas launched, I said McDowell is an Americanstory that deserves a new chapter. We arenow working chapter by chapter and are committedto completing the book over the nextfew years.”Reconnecting McDowell was announcedin December 2011 by the AFT, former WestVirginia first lady Gayle Manchin, West VirginiaGov. Earl Ray Tomblin and 40 partnersfrom labor, businesses, foundations, governmentand nonprofit organizations. The partnershipagreed to work on McDowell’s intersectingproblems of underperformingschools, poverty, inadequate access to technologyand transportation, housing shortages,limited medical services and a n economy thathas caused high unemployment.Reconnecting McDowell’s goal—to reinvigoratelow-performing schools and addressthe complex problems caused by chronicpoverty—could become a template for otherstruggling communities.“Teachers need resources and training todo their jobs, as well as access to housing inorder to even consider filling teaching vacancies.Students need access to 21st-centurytechnology and other tools to be prepared forthe real world. Families need convenientlylocated health and social services and job opportunities,”Weingarten says.“The AFT, with its members, must workwith communities to solve the problems facingall of us. We call it solution-driven unionism,and there’s no better example of what thatmeans than Reconnecting McDowell.”photos by russ curtisAFTER SEEING the destructionand death caused by thedevastating earthquake thatstruck Haiti in January 2010,many members of theVermont Federation of Nursesand Health Professionalsvolunteered to be part of themedical relief effort in Haiti.The VFNHP made along-term commitment toHaiti by establishing aunion-run health clinic forwomen and children inPort-au-Prince. For their workon behalf of the Haitianpeople, the AFT Healthcarelocal received the BayardRustin Human Rights Awardduring the AFT convention inlate July.“This is a marathon, not a sprint, to fullyrealize the goals of the partnership,” says Manchin,who chairs the Reconnecting McDowellgovernance board.Here are highlights from the ReconnectingMcDowell accomplishments to date:■ VH1 Save the Music Foundation has providedMount View High School with $30,000worth of musical instruments.■ Verizon and West Virginia first lady JoanneTomblin presented a $50,000 check to FirstBook to continue its book distribution effortsto all children in McDowell and to establish 10family reading centers in the county.■ Gov. Earl Ray Tomblin and Shentel Communicationsannounced a $9 million investmentto wire 10,000 McDowell homes for the Internet.New fiber optic lines are expected to be inevery McDowell school by Oct. 1.■ The state Supreme Court announced a newMcDowell County Juvenile Drug Court thatwill help provide offenders who have alcoholor drug abuse problems with intensive individualizedtreatment and counseling.■ The state Legislature passed the McDowellCounty Innovation Zone Pilot Project, to givethe county the flexibility to use cutting-edgestrategies to raise academic achievement.■ The Legislature also passed the Teacher-in-Residence bill, setting up a partnership withConcord University to create a program inwhich prospective teachers in their senior yearwould fill vacant teacher positions under intensivesupervision and mentoring.■ Frontier Communications committed$100,000 to partner with Globaloria for onlinelearning projects.■ The Council of Southern Mountains built thefirst two of five new affordable homes—thefirst publicly funded housing built in thecounty in 20 years.photos by BOB BIRDLeft: A ribbon-cutting for homes builtwith support from the ReconnectingMcDowell project. Above: Students atroundtable discussion.20 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012Stay connected with McDowellat www.reconnectingmcdowell.org.

NEWSMAKERSWhite House honors Champions of Changefor their work in schools and the communityThree AFT members receive prestigious awardAbove, Kristen Hayeson the cover ofPrincipal magazine;right, Edward Wiest;bottom, DavidCicarella.dazzle blue. Clean Green. Feverish Pink.These are the energizing colors that surroundstudents at Savoy Elementary School inWashington, D.C., thanks to art teacher andAFT member Kristen Hayes and the team ofstudent, staff, faculty, parent and communityvolunteers who helped her paint the walls ofher school. Hayes, along with two other AFTmembers, was recently honored by the WhiteHouse as a Champion of Change.Integrating art into any learning experiencehelps engage students and move themtoward success in every subject, said Hayes.Her project, “Color Is Life,” teaches childrencreative thinking, color theory and color’srole in cultural expression, plus the kids getthe benefits from the color alone: “Strategicallyplanned color schemes have beenproven to facilitate improvements in testscores, reduce absenteeism for students andfaculty, and increase unity among peers,” saidHayes. “Color celebrates diversity and promotesa greater sense of security forstudents.”Hayes’ efforts were recognized in twoways this year: Before Champions of Change,her school was named a Turnaround ArtsInitiative School, one of just eight low-performingschools selected for an infusion ofmusic, visual arts, dance and drama programmingdesigned to increase student engagementthrough the arts.Hayes joined David Cicarella, president ofthe New Haven (Conn.) Federation of Teachers;AFT member Edward Wiest, a mathteacher at Plenty Coups High School on theCrow Reservation in Pryor, Mont.; and othereducation leaders named Champions ofChange at a White House ceremony Aug. 21,where they were recognized for helping implementdramatic changes to improve studentoutcomes and close achievement gaps.In Connecticut, Cicarella led a collaborativereform effort to develop a teacher evaluationsystem that respects classroom teachers,and gives them the help they need toimprove their work. The program, created incooperation with the union, the mayor andthe school superintendent, also allows forincreased teacher input and flexibility andprovides wraparound services to help studentsbe ready to learn.“I had seen too many well-intentionededucational plans fail due to a lack of cooperationand communication,” said Cicarella,who made sure the changes he helped craftwere written into the collective bargainingagreement. With finger-pointing and blameset aside, everyone in New Haven can worktogether for positive change. Ever the teamplayer, Cicarella said, “While I’m thrilled toreceive this high honor, I prefer to accept it asa group award for the collaborative efforts wemade to improve teaching and learning.”Wiest, who has been a teacher for 29 years,also worked closely with management to improveeducation on the Crow Reservation.Plenty Coups High School is one of threeschools enrolled in the state’s Schools ofPromise Initiative, a three-year, $11.5 millionproject aimed at turning around the state’slowest-performing schools. Already, withinstructional changes and access to wraparoundservices, math and reading scoreshave soared.Wiest helped set up community meetings,went on home visits, identified at-risk studentsand connected them to services likemental health counseling, drug and alcoholabuse counseling, and tutoring. He focusedon the students’ strengths—resilience, humor,dreams and a strong sense of communityand culturalheritage. Teachersstarted after-schoolprograms and clubs,and local culturebecame a part ofthe classroomexperience.“I learned longago in my teachingcareer that one individualcan make adifference,” saidWeist. “Now I amlearning the powerof ‘together.’ To effectlong-term positive change in low-income,low-performing schools takes thecombined efforts of all the stakeholders. Together,we can do it.”AFT Hero on ’Chopped’john pinderhughescourtesy edward wiestthomas giroirnijme rinaldi nunLynette Thomas with hercolleagues at St. MartinvillePrimary School in Louisiana,left, and on “Chopped,” above.food networkFOOD SERVICE WORKER and this year’s AFTparaprofessionals and school-relatedpersonnel Everyday Hero Lynette Thomasrecently competed on the TV show“Chopped.” Thomas, a member of the St.Martin (La.) Federation of Teachers andSchool Employees, was runner-up on theshow, which aired Sept. 25. She and theother “lunch ladies” who competed eachreceived $5,000 for their schools.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 21

Continued from page 9ant, and that’s a good thing.”Bruce Ewan teaches economics at WayneCounty Community College in Michiganwhere he is active in the WCCC Federation ofTeachers. He is mobilizing colleagues to voteJANET CENTURYand talk to others members one-on-one. Theconversations are about re-electing Obama,and especially important in Michigan, aboutpassing Proposal 2, which guarantees collectivebargaining rights in the stateconstitution.In a number of states, including Florida,New Hampshire and Ohio, the political outreachefforts of AFT members and otherunionists have been supplemented by thoseof members of the New York State UnitedTeachers, many of whom have traveled tothose battleground states to assist in get-outthe-voteefforts.Retirees are fired upRetiree Tom Luvison spends most afternoonshelping manage a phone bank at the ClevelandTeachers Union offices. In addition tothe usual issues that concern seniors—healthcare, Medicare, a decent retirement—Luvison wants to help preserve the middleclass for his grandchildren.“We are at a crossroads,” he says. “Do wewant a progressive agenda that cares for themajority of people and triesRetiree Tom to include them in socialLuvison has beenprograms which promotea regular at theCTU phone bank. the general welfare?” Or,Luvison asks, do we want a Romney administrationthat would steer the country towardprivatization and an attitude he describes as“you have to survive on your own”?The way Ken Goodfriend sees it, this year’selection is about choosing between two verydifferent views of the future—especiallywhen it comes to healthcare for seniors.Goodfriend, a retired member of theUnited Federation of Teachers in New YorkCity, is concerned that under “a PresidentRomney,” changes made to Medicare andother healthcare programs would have anegative effect on senior citizens.Goodfriend, who now lives in Boca Raton,Fla., is an active member of his Florida retireechapter. He’s been helping to coordinatethe chapter’s phone banks and letter-writingcampaign, where he and his colleagues areencouraging other retirees to vote forPresident Obama either by using the “earlyvoting” option or by casting absenteeballots.In states across the country, AFT membersare actively working in local and statecampaigns and, of course, the presidentialelection to get out the vote for candidateswho support working Americans and themiddle class.find the gifts you needArts & Crafts • Bulletin Board Sets • Furniture & Rugs • Early Childhood • Math Manipulatives • Puzzles • Stickers & Rewards • Educational ToysGifts Teachers Can Be Proud To Give!Puzzles, Construction Toys, Craft KitsClassic Games, Math and Reading Games.for more information please visit our website:aftedsupply.comBEN42At AFTedsupply.com, we know how difficult it can be to find the supplies you need at a price you can afford. That's whywe offer a wide range of products at a 15% discount reflected in each item’s price. That way you don't have to hunt foror apply the discount at checkout. Visit our site today and see the savings for yourself! Or, call us at 1-800-990-2312.22 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

When you’re ready tomake a greater impactWhen you’re ready toadvance your careerYou are ready forAmerican Public UniversityAmerican Public University is ready to help you moveyour career forward. We offer respected degrees inOnline Teaching and Learning, Instructional Leadership,Administration & Supervision, and more — completelyonline. And people are taking notice. We’ve been nationallyrecognized by the Sloan Consortium for effective practicesin online education, and 99% of employers surveyedwould hire one of our graduates again.*When you’re ready,visit StudyatAPU.com/american-teacher*APUS Alumni Employer Survey, January 2011-December 2011We want you to make an informed decision about the university that’s right for you.For more about our graduation rates, the median debt of students who completed eachprogram, and other important information, visit www.apus.edu/disclosure.

EARLY CHILDHOOD EDUCATIONEarly childhood educators reach out to the communityEVEN BEFORE the educators responsible forour youngest learners got a national shout-outfrom President Obama at the Democratic NationalConvention, the Early Childhood Federationof Teachers in Los Angeles County wasbusy reaching out to its own community.The AFT local co-sponsored a back-toschoolcommunity fair that drew hundreds offamilies to a neighborhood park in August.There, AFT members handed out about athousand school bags: lunch totes to preschoolersand backpacks stuffed with schoolsupplies to older children.The members also distributed AFT brochureson Colorín Colorado, autism, scienceand helping children learn to read.Nearly 30 unions, businesses and educationagencies, along with some elected officials—allpart of a new coalition called BrighterFutures Start Now—sponsored the fair. AMembersdistributed 1,000school bags tokids in L.A.group of union healthcareworkers called La SaludEmpieza Aquí, or HealthStarts Here, conducted freehealth screenings for about 100 people.The Early Childhood Federation of Teachersrepresents about 1,200 teachers, associateteachers and support staff who provide earlychildhood education through Head Start programsin Los Angeles County, which includesthe city of Los Angeles and more than 80 othertowns and cities. The AFT affiliate has addeddozens of new members over the past year andcreated a buzz this past summer by offeringthree professional development classes, includingAFT-sponsored first-aid training.photos by ARMANDO ARORIZOSee your magnificentunion sistersin fashionsdeSigned bynorma Kamalito empowerand professionalizewomen.AFT MEMBERScan protect their loved ones.GET MORE FROM MEMBERSHIP+ Term Life Insurance*Voluntary term life insuranceis designed to provide financialprotection for your loved onesin the event of a premature death.Term life coverage with MetLife isavailable in amounts up to six timesannual base earnings. Limited coverageavailable to spouses/domestic partnersand eligible dependent children.KamaliKulture is giving AFT members a 25 percentdiscount on all purchases, at kamalikulture.com.Sales code: AFT2012.Designer Norma Kamali believes that when you look good, you feel good.She created the affordable KamaliKulture collection for educators andother working women, and has priced her Kulture outfits, which come insizes 0 to 18, at under $100, and crafted them to help educators raise theirprofiles as polished and confident professionals.for more information about this and other savings:aft.org/members* New York State United Teachers members have insurance programs through NYSUT MemberBenefits Trust. To obtain more information about these plans, members can call 800-626-8101.AFT + is your advocate. For information on all AFT + programs, call 800-238-1133, ext.8643, or e-mail aftplus@aft.org. The AFT has an expense reimbursement and/or endorsementarrangement for marketing this program. For more information, please contact AFT FinancialServices at 800-238-1133, ext. 4493; send an e-mail to disclosureinfo@aft.org; or visitwww.aft.org/benefits/disclosure.KamaliKulture.indd 19/25/12 11:50 AM24 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

YOUR MONEYThe financial challenge facing womenBY DON KUEHNFor an expanded version of this article, go to:www.aft.org/publications/your_money.AT SOME TIME in their lives, 80 to 90 percentof all women will be solely responsible fortheir finances. Blame the divorce rate or thehigher mortality rate among men, but handlingfinances will become a major concernfor women who are their household’s chieffinancial officer.Surveys show that women as a group lackthe confidence needed to tackle the challengeof financial planning. Chauvinistic? Agross generalization? Maybe, but it is backedup by studies, like one by Hearts and Walletsand another by Prudential, which show thatwomen are consistently less confident thanmen in their understanding of financialproducts, their ability to make financial decisionsand their perceptions of their currenteconomic standing.Hearts and Wallets found 49 percent ofwomen say they are “very inexperienced”with investing. Their financial responsibilitiesare growing faster than their knowledge.Given the increasing role women play insociety—as professionals, as the primarybreadwinners in many households and asthe dominant gender in old age—this situationhas to change.Who’s at fault? Traditional gender roles,particularly among baby boomers, are a factor.But the financial services industry hasonly recently noticed that women seek andgather information differently than men do.Advisers need to drop the jargon, end thestereotypes, and junk the assumptions aboutwomen and finance. They need to make informationrelatable to women’s lives andfamilies.The information is out there, and it is incumbenton all wage earners (regardless ofgender) to learn as much as they can aboutthe “economic ecology”: how to make money,how to conserve it, how to grow it, andhow and when to harvest it.Go to the Internet and search for termslike “fixed-income investments” or “no-loadmutual funds.” If you think you might be inover your head, turn to a “fee only” certifiedfinancial planner for help. Commit to makingthis the year you take charge of learning asmuch as possible about your own economicecology.Peg Downey, a certified financial planner,was quoted in a recent USA Today article,saying, “There is a big general problem aboutwomen feeling insecure about their finances,not knowing where to get help, being tooconservative and then facing retirementalone and underfunded.”We can’t have a majority of our citizensimpoverished in old age just because theiranxiety, lack of confidence or frustrationblocked them from becoming financiallyliterate. Each of us has the responsibility toprovide the gold for our “golden years.”It’s your money, and the sooner you takecontrol of it, the better.________Don Kuehn is a retired AFT senior national representative.For specific advice relative to your personalsituation, consult competent legal, tax or financialcounsel. Comments and questions can besent to dkuehn60@yahoo.com.Answer Key to:THE DISABILITY INCOME INSURANCE TEST:Q#1:TrueQ#2:True“What will happen to my income if I am disabledduring my working years?”False“I’m covered by my employer.”“I have enough sick days to see me through.”“Social Security will take care of me.”“My pension will take care of me.”“My family can go a long time without my paycheck.”Which statements about the AFT DisabilityIncome Insurance Program are correct?False“Protects up to 60% of my income for just a fewdollars a week.”“Provides coverage on and off the job.”“The plan may cover pre-existing conditions after 12months.”“Five different plans to choose from.”For a FREE Disability Income AnalysisCall: 888-423-8700 today.Protecting your income is easy …when you have the right answers.AMERICAN TEACHER | NOVEMBER / DECEMBER 2012 25

Diplomas Nownurtures thewhole childContinued from page 18last year’s spelling bee, when they dressed asthe rappers “Major Words” and “TheoSaurus.”Proven successAll of this really works. At Walter L. CohenHigh School in New Orleans, attendance andcourse performance improved, and suspensionsdropped by 40 percent in just one year,after Diplomas Now was implemented in2009. At C.A. Johnson High School in Columbia,S.C., it took just one semester for mathgrades to rise for 60 percent of the students;in addition, literacy grades went up for 44percent of the students, and 78 percent ofthem had higher attendance. Detroit Prep,which opened in 2011-12, expects similarresults.Diplomas Now operates in more than 40schools in urban areas across the country,and Detroit plans on adding around a dozenmore in the next two years. This year, two K-8schools (Noble Elementary and MiddleSchool and Clippert Academy) adopted thesystem, and Johnson envisions a network ofK-8 and high schools that supports studentsthroughout the area.As long as students can find at least oneperson in theirschool who willhelp them stayon track and inThomas Van Hulle gets toknow Detroit CollegiatePreparatory students.class, someone who can reach out when theystart to struggle, says Frank, “that makes awhole world of difference.”jim westAFT MEMBERSkeep it together for less.GET MORE FROM MEMBERSHIP+ Auto & Home InsuranceYour car and your home are likely thetwo biggest purchases you will makein a lifetime. To help you protect thesevaluable assets, the AFT has joined withMetLife to provide discounted groupauto and home insurance.for more information about this and other savings:aft.org/membersMetLife Auto & Home is a brand of Metropolitan Property and Casualty Insurance Company and its affiliates: Metropolitan Casualty Insurance Company, MetropolitanDirect Property and Casualty Insurance Company, Metropolitan General Insurance Company, Metropolitan Group Property and Casualty Insurance Company, and MetropolitanLloyds Insurance Company of Texas, all with administrative home offices in Warwick, R.I. Coverage, rates, and discounts are available in most states to thosewho qualify. Met P&C ® , MetCas SM , and MetGen SM are licensed in state of Minnesota.AFT + is your advocate. For information on all AFT + programs, call 800-238-1133, ext. 8643, or e-mail aftplus@aft.org. The AFT has an expense reimbursement and/orendorsement arrangement for marketing this program. For more information, please contact AFT Financial Services at 800-238-1133, ext. 4493; send an e-mail todisclosureinfo@aft.org; or visit www.aft.org/benefits/disclosure.26 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

Your student wantsto serve his country.Are you prepared togive him guidance?IT’S A BIG DECISION. TALK ABOUT IT.ARMYMARINE CORPSNAVYAIR FORCECOAST GUARD•ACTIVE • GUARD • RESERVE

WHERE TO FIND ITwrite a book Write the firstchapter and the rest will come.That’s the philosophy behindBoomWriter (www.boomwriter.com),a program thatencourages students to writea book themselves, chapter byaward-winning chapter. Eachbook starts out with a chapterwritten by a teacher or professionalwriter, then studentsanonymously submit theircontributions and vote on theirfavorites. The result is a bookthat families can purchase forless than $10. The service itselfis free for schools, or studentscan sign up for a membershipand compete internationallyfor group-written books.ECOLITERACY Young people areinheriting a world damaged byyears of environmental abuse,but can also be empowered toturn it all around—if we teachthem. The book, Ecoliterate:How Educators Are CultivatingEmotional, Social and EcologicalIntelligence, by Daniel Goleman,Lisa Bennett and ZenobiaBarlow (Jossey-Bass, $24.95),presents inspiring examples ofhow to engage communitiesin sustainability practices, andinclude students with innovativesolutions to ecological crises, asthey learn to make the world abetter place.SEE ME AFTER CLASS First-yearteachers don’t need “chickensoup for the teacher’s soul,” saysauthor and United Teachers ofDade member Roxanna Elden:They need hard liquor. With disarminghumor, Elden’s supremelypractical book, See Me After Class:Advice for Teachers by Teachers(Kaplan Publishing, $13.99),includes firsthand accounts fromthe trenches and helps newrecruits figure out what no collegeprep class taught: what to dowhen a parent curses you out infront of the children, for example,or how to handle a heartbreakinglylow-performing student.Even veteran teachers will learn afew things—or at the very least,enjoy a fresh, funny look at thepain as well as the joy of teaching.COMPETING FOR KNOWLEDGEHow knowledgeable are yourmiddle school students? Findout with American ScholasticAchievement League’s ScholasticChallenge, which allows themto compete online with studentsfrom other schools. The competitioninvolves 100 multiple-choicequestions in a one-hour timedsession; content covers generalknowledge, language andliterature, history and geography,science and math. In additionto bragging rights, individualsor school teams win trophies,plaques, medals and certificatesto show off to their schoolmates.See www.schoolschallenge.com.BITE OF SCIENCE The Centerfor Excellence in Education islaunching a Teacher EnrichmentProgram designed to provideinterdisciplinary STEM (science,technology, engineering andmath) resources to teachers. Sofar, a clearinghouse of websiteswith activities, videos andother content includes materialfrom places like the Society ofWomen Engineers, Edutopiafor science, and the NationalCenter for Science Education.Three states (Illinois, Indianaand Virginia) have Bite ofScience-Dinner with a Scientistprograms, pairing teachers withworking scientists for free dinnerand academic presentations. Theprogram continues next yearin California and Texas. Still tocome: Lab Bench, an interactiveWeb page with video and lab activities;the STEM teaching blog;and live roundtable discussionshosted by scientists. Go to www.cee.org.REALITY CLASSROOM Whenteachers in Washington, D.C.,said they wanted good examplesof effective teaching,their school district respondedwith a video library of theirtop teachers in action. Most ofthe material is available only toD.C. school teachers, but a fewstellar examples, each vetted bymaster educators and professionallyfilmed in a reality-TV style,are on display for any teacherlooking for real-life instancespeace first prizeof teaching success. Visit http://dcps.dc.gov/DCPS/realitypd.GET ADOPTED A new surveyshows that 91 percent of teachersbuy basic school supplies fortheir students, verifying whatteachers already know: Whenstate resources are missing,teachers reach into their ownpockets to fill the gap. And it’snot just school supplies. Teachersalso purchase warm clothing,food and toiletries. The nonprofitAdoptASchool.org canhelp. The free service matchesclassrooms to community donors,ensuring that funds go directlyto teachers, who can purchasethe most appropriate resourcesfor their specific classrooms. Seewww.adoptaschool.org.PLAY THE ELECTION Studentsin grades 7-12 can dive intoelection-year politics with Playthe Election, a free, collaborative,online tool that uses gamesand interactive materials toteach them about the ElectoralCollege, battleground states andcampaign politics. The program,developed by Rand McNally,follows Common Core StateStandards, and is supplementedby an essay contest, called “DearMr. President,” in which youngpeople write about the issuesmost important to them. Seewww.bit.ly/RhtWG8.GIVE PEACE A CHANCE The AFT has partnered with PeaceFirst (www.peacefirst.org), a nonprofit organization buildinga nationwide effort to find and support youthful peacemakers.In coming weeks, Peace First Prizes will begin takingnominations of young people, ages 8-22, whose peacemakingefforts or activities have shown initiative, courage andpositive influence. Winners will receive a $50,000 Peace FirstFellowship over two years to further their peacemaking work.The group also will launch the Peace First Digital ActivityCenter, which will include its signature curriculum, games andactivities. Some Peace First lesson plans can now be found onthe Share My Lesson website (www.sharemylesson.com).28 AMERICAN TEACHER | NOVEMBER / DECEMBER 2012

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AMERICANTeacherBy teachers, for teachersONE CLICKWIN BIGRegister for Share My Lesson todayand you could pay off $5,000 ofyour student loans.Register now and you will have a chance towin $5,000 to pay off your student loans.That’s right – we will give one lucky memberof Share My Lesson $5,000 toward their(or their children’s) student loans.*$5,000toward yourstudent loans!developed by teachers, for teachers, Share My Lesson hasmore than 250,000 free, high-quality teaching resources.* If you don’t have student loans, you will receive a Visa gift card for $3,500.Share My Lesson has a significant resourcebank for Common Core State Standards,covering all aspects of the standards, fromadvice and guides to help with dedicatedresources that support the standards.But huRRy, thE cOMpEtItION ENdS Oct. 31!www.sharemylesson.comNOVEMBER / DECEMBER 2012 | “It’s time to face up to the failures of the top-down, corporate-driven reform agenda.” — OCYNTHIA WILLIAMS, New York City parent PAGE 6