By DeWayne
Wickham
Nobody’s calling what Connecticut
just did the second “Great Compromise,” but in time it might be remembered as
something akin to the agreement that settled the biggest problem this nation’s
Founding Fathers faced.
In 1787, Roger Sherman, a Connecticut
delegate to the Constitutional Convention produced that first compromise. It
settled the argument over how states would be represented in the U.S. Congress
by proposing the creation of two houses. In one, states would have equal
representation; in the other, representation would be based on each state’s
population.
This month, Connecticut’s Democratic
Gov. Dannel Malloy signed into law a compromise bill that may be a blueprint
for meaningful education reform in the other 49 states. The bill, which passed
with near- unanimous support from Republicans and Democrats, is a broad attack
on the state’s troubled public schools.
In Connecticut, the academic
achievement gap between poor kids and children from affluent families is the
worst in the nation. And, as in many other parts of the country, black and
Hispanic youngsters are more likely to come from poor urban households, while
white schoolchildren are more likely to be part of affluent, suburban families.
Recognizing the dire consequences of
failing to fix this problem, the governor and legislators overcame partisan
bickering and produced a law that also won the backing of public school
administrators and teachers’ unions.
The law authorizes nearly $100
million in new funding for the state’s troubled schools, 1,000 more pre-school
slots for students, grants to help low-performing schools recruit new teachers
and a new evaluation process for administrators, and also teachers, that for them is linked to
how they receive tenure and can be dismissed.
The wakeup call for Connecticut’s
lawmakers came late last year when the state failed for the third time to win a
“Race to the Top” grant — from the federal government.
“Our state’s positioning has
weakened to the point that we are not competitive in national grant
competitions like the recent Race to the Top Early Learning Challenge,” Malloy
said in a letter to lawmakers. “Worse Connecticut’s poor and minority students
are less prepared for success than their peers in the vast majority of other
states.”
Malloy and lawmakers from both
parties understand that they cannot get a long-term reduction in the state’s
unemployment rate without a better educated workforce. They know that fixing
the state’s broken schools is a win-win proposition for both political parties
and the constituencies they serve.
“Meaningful education reform is an
issue not just in Connecticut, but across the nation. If politicians, parents,
teachers and community leaders can come together in Connecticut to initiate
positive change, other states may be able to profit from this example,” said
William Harvey, dean of the School of Education at North Carolina A&T State
University.
He’s right.
To maintain its global economic and
political leadership, this nation has to fix the education “problems it has
allowed to fester for too long,” a task force of the Council on Foreign
Relations reported in March. Led by Condoleezza Rice, the former secretary of
State, and Joel Klein, an ex-head of New York City’s school system, it called
for a “national security readiness audit” to demonstrate the seriousness of
this problem.
And just as this nation did 225 years ago, it could find
the solution to one of its most vexing problem in a Connecticut compromise.