Since Minnesota's Race to the Top application was rejected several weeks ago, there has been much hand wringing, finger pointing and second guessing about why we failed to make the grade in our quest for supplemental federal funds for our schools.
The truth is that Minnesota lost out on the first round of Race to the Top because reviewers said the plan submitted by the state lacked clarity, did not have demonstrable support from the state teachers union, nor did it have a clear strategy to develop high-quality educators or to close the achievement gap that persists between students of color and economic disadvantage and their white counterparts.
We rightly take pride in Minnesota's excellent public schools and high academic standards. In 2009, Minnesota students ranked first in the nation on the ACT, and, on other nationally normed and college admissions tests, they consistently outperform their peers in other states.
Yet despite the high academic performance of many students, Minnesota is plagued by one of the nation's highest achievement gaps. This was not lost on the reviewers of our Race to the Top application. One even commented that "The state's track record for raising achievement levels and closing gaps in student performance is weak to-date."
Subsequent to learning our application had been rejected, Gov. Pawlenty was quite pointed in criticizing Education Minnesota and the Legislature. This was disappointing. How much more productive, instead,
if he had used his power as chief executive to begin a substantive conversation with lawmakers, union leaders and other stakeholders about how to build consensus around reforms that would begin addressing our challenges while better positioning us to submit a winning application.Contrary to the governor's statements, lawmakers, especially DFL legislators, have taken the lead with innovative and creative education reforms that buck traditional thinking. One of us, Mariani, is a key education committee chair who wrote in support of our Race to the Top Application. The other, Slocum, is an Education Minnesota member who is a champion of effective charter schools.
We have also forged ahead with alternative teacher-licensure legislation as part of a package of thoughtful reforms. And yes, this has put us at odds with our friends at Education Minnesota. Our proposal would establish a two-year, limited-term license that enables qualified candidates to teach in Minnesota classrooms while working toward full licensure. Program candidates would be required to have at least a bachelor's degree and to pass mandatory exams before being recommended for a license. Once in the classroom, new teachers would be assigned a mentor and be closely monitored for two years before receiving full license. This plan would not only make it easier to place teachers in under-served areas, it would also ensure adequate preparation and offer intensive support for new teachers during the difficult early years in the classroom.
Unfortunately, Gov. Pawlenty has not always been fully engaged when it comes to moving these initiatives forward. Instead, he's introduced proposals that often seem designed to provoke, rather than build consensus. Equally disappointing, while occasionally receptive to concepts that could be turned into workable reforms, he has often lost interest or walked away from negotiations when his attention shifted elsewhere. That occurred last session when legislators were on the verge of enacting an alternative pathway to teacher licensure.
In recent days there have been encouraging signs that collaboration is possible. Early this week, the House and Senate convened a meeting that included Commissioner Alice Seagren and the president of the state teacher's union to discuss the state's Race to the Top application and various education reform proposals. The discussion continued the next day in a meeting with legislators, Minnesota Department of Education officials, and representatives from the U.S. Department of Education and from Delaware and Tennessee, states that were awarded first-round Race to the Top grants.
We have an economic and moral imperative to address educational disparities so that all of Minnesota's children are educated to high quality standards, regardless of race, income and geography. Students who graduate with poor academic skills may manage to stay afloat as adults, but their economic status is marginal at best. They face a lifetime of diminished earning power and low employability in a state economy that needs more highly skilled citizens. We want companies who depend on a well educated workforce to look to Minnesota for their start-up and growth.
Because Minnesota needs both better school funding and a comprehensive redesign of our schools, many legislators signed on to the first Race to the Top application and are eager to apply for the second round. But reform simply for the sake of finite federal funds should not be our ultimate goal. Rather, it should always be to do what's best for all kids. If Race to the Top spurs us toward comprehensive reform that has broad support and a clear vision for how to achieve our goal, so be it. But we must acknowledge that high standards for teachers and quality tests for students are not enough. The state and school districts must support struggling students not only with excellent teaching, but with extra time, and a coherent curriculum from kindergarten through 12th grade. To do this requires adequate, sustained funding and meaningful accountability measures for teachers.
It was easy to blame others when our first attempt to secure federal funds fell through. But true leadership isn't about blaming; it's about bringing different sides together to try new things. We think our children are worth the risk and the hard work it takes to create a better education system. Let's stop pointing fingers to score political points and come together to do right by our kids.
State Rep. Carlos Mariani (DFL-St.Paul) chairs the House E-12 Education Policy Committee. State Rep. Linda Slocum (DFL- Richfield) is the author of HF 3074, which would provide a path to alternative teacher-licensure.