American Federation of Teachers Statement on Private School Voucher Proposals for the District of Columbia

5/1/2003

From: American Federation of Teachers, Public Affairs, 202-879-4458

WASHINGTON, May 1 -- The following is a statement of American Federation of Teachers President Sandra Feldman:

It is disingenuous at best and duplicitous at worst to siphon money from the District's public schools to finance vouchers for private school education when there is already a proposal to cut $100 million from the city's school budget. If voucher advocates really want to help students and strengthen D.C. schools, they should stand with the citizens and teachers of Washington, D.C., who oppose private school vouchers and support the use of effective educational programs and strategies.

Without exception, the "evidence" of success that voucher advocates have presented has been discredited. Yet, even as they promote an empty scheme, voucher proponents turn a deaf ear to the proven effectiveness of programs and strategies that could benefit the District's public school students. It is frustrating that most voucher supporters have never uttered a word of support for such highly successful programs as class-size reduction, which solid research demonstrates has enormous benefits for disadvantaged students. They have been silent on the issue of the gross underfunding of poor children's schools and the huge disparities in spending between advantaged and disadvantaged children. And voucher supporters have failed to advocate for early childhood education, which has proven to make a dramatic difference for disadvantaged students, while study after study confirms that vouchers make absolutely no difference in achievement.

Voucher proponents' narrow focus on vouchers at any cost is a distraction that has deprived District schoolchildren of the educational opportunities they deserve. If the voucher proponents' goal is to help District students and the city's public schools, they will join the chorus of voices calling for solutions we know work - research-based curricula, early learning programs, and extra support for struggling students.