ERIC Number: EJ982283
Record Type: Journal
Publication Date: 2012-Mar
Reference Count: N/A
Front-Line Advocacy: Turning Around an Improbable Jobs Fund
Goering, Barton L.
School Administrator, v69 n3 p23-29 Mar 2012
During the summer of 2010, school districts across the country reported almost daily on their plans to lay off staff because of sharp declines in aid. Hundreds of thousands of teachers' jobs were on the line. If these losses materialized, class sizes would skyrocket and educational enrichment activities would be lost. Some districts shortened their school weeks in response to shrinking revenue. In the author's Kansas school district, Spring Hill, serving three communities in the metropolitan Kansas City area, they were preparing for a severe blow to their students due to sharp budget cuts in teaching positions that would necessitate a reduction of 11.25 full-time equivalents out of a staff of 160 teachers. In this article, the author describes how Bruce Hunter and Noelle Ellerson of AASA went to work rallying support for the Murray-Harkin Education Jobs Fund which did not have a good chance to gain passage in the U.S. Senate. The bill proposed a $10 billion fund to save teacher jobs, modeled after the State Fiscal Stabilization Fund. Funding could be used for compensation, benefits and other expenses to retain current employees and hire new employees in early childhood, elementary and secondary education. An amendment prohibited use of the funding for general expenses or "rainy day" use.
Descriptors: Enrichment Activities, Elementary Secondary Education, Advocacy, Educational Finance, Job Development, Employment Opportunities, Teaching (Occupation), Teacher Shortage, Institutional Survival, Financial Problems, Fiscal Capacity, Job Layoff, Educational Legislation
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: firstname.lastname@example.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Kansas; United States