The 2018 budget proposal "takes a meat cleaver to public education" and ignores promised investments in the types of skills, training and other vital family supports that Trump rode to the White House in 2016, AFT President Randi Weingarten says.
We have a fight on two fronts: legislation and negotiations.
Paycheck and Recertification bills are moving in both the House and Senate. These anti-union bills are an attempt to destroy our union and other public unions. House Bill 251 is particularly onerous because it combines both the Paycheck and Recertification bills and it has passed out of the Senate and is headed to the House. The bill is moving fast and our lobbyists believe it will pass and the governor will sign it.
Concern, frustration and outright dismay colored many of the exchanges between Democratic members of the Senate Health, Education, Labor and Pensions Committee and Betsy DeVos, the Michigan education lobbyist nominated by Donald Trump for education secretary, at her confirmation hearing.
In a speech at the National Press Club in Washington, D.C., AFT President Randi Weingarten juxtaposed two approaches for education that would have vastly different consequences for America's students. Either build on the bipartisan consensus of the Every Student Succeeds Act to provide all families with access to great neighborhood public schools, or promote the dangerous, destructive approaches that Donald Trump's education secretary nominee advocates to undermine and privatize public education.
In her latest column appearing in the New York Times, AFT President Randi Weingarten writes about Donald Trump's education policies amd how they would devastate our public education system.
The AFT weighed in on proposed federal regulations for the Every Student Succeeds Act this month, highlighting areas where the Department of Education must rework its draft in order to give schools a real shot at moving away from the current burdens of test-and-punish reform.
The Albert Shanker Institute has released a major report on the state of teacher diversity which shows that, nationally, progress toward greater diversity is being made, but it is quite modest compared with the need for more minority teachers.