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Monday, April 19, 2021

Race to the Top: A Pandora's Box of New Regulation?

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Mike Matthews
Mike Matthews
Mike Matthews is a fifth-grade teacher from Wilmington, Del. You can “friend” him on Facebook at http://www.facebook.com/downwithabsolutes

Where was the skepticism?

Being a rabid political observer and participant for the past decade, I’ve learned to take with a great deal of skepticism any federal program or bill whose title sounds too good to be true. The Clean Air Act. The Clear Skies Act. The PATRIOT Act. These are bills with innocuous sounding names that reveal their true intent within the fine print.

Now, we have a new, $4+ billion-dollar program administered by US Department of Education and funded under the American Recovery and Reinvestment Act — and no doubt financed in part with help from our friends in the Far East. The program, Race to the Top, is an amorphous ball of The Unknown that originally saw wide support from many in the educational community as a means to infuse much-needed cash into an ever-cash-strapped system.

However, in initially assisting Delaware DoE, has multiple key stakeholders, including local school districts and board of education, as well as the Delaware State Education Association, unwittingly helped open Pandora’s box? Meaning, have we, as educators and administrators and elected officials, ceded our local control and authority over our classrooms in exchange for more Federal regulation and some temporary cash?

In effect, we’re accepting the long-term loss of our educational autonomy for a quick infusion of funds for which we don’t have a full view of how they will be spent. Does this $120 million fund an entirely new arm of Delaware DoE — with the watchful eye of Federal DoE, of course? Does this money fund more classroom teachers to help bring down class sizes? Do we see more paraeducators in our rooms? Better yet, do we have better-paid paras and educational-support personnel (ESP) in our schools, many of whom make so little they qualify for public assistance?

Why were these pertinent, crucial, and specific details not hammered out by DoE and provided to all stakeholders in a concise and transparent manner before we signed on to this behemoth?

OK, so we’ve got this money. We know little about how it’s going to be tanglibly spent, but we’ve got it. Is anyone discussing sustainability? These funds are wiped out after four years. The potential Trojan horse of regulations with the cash doesn’t go away. What happens to class sizes after four years? What happens to that potential increase in valuable support staff after four years? Do we wait and hope for another funding bill from Feds in this caustic legislative environment? Doe we entrust our state in its ability to balance its budget with enough of a buffer to make up for this eventual loss in funds? These questions serve as mere rhetoric, but as a classroom teacher, I don’t deal in the rhetorical with my fifth graders unless I’m teaching a lesson on argument and logic.

To conclude, I must ask: What are we getting out of this deal aside from more Federal regulations and bureaucratic red tape in exchange for a real quick hit?

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Latest News

Delaware passes 100,000 COVID-19 cases

The number of variant cases continue to rise, but the state only tested 92 samples last week.

Spartans use big fifth inning to hold off Sallies at Frawley 6-4

Christian Colmery pitched 5 innings of shutout ball

Help biodiversity by picking up native plant each time you go to nursery

Gradually adding natives to a garden will help it begin to add more to the state's biodiversity
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- Thank you to our sponsor -

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