WHY THE BAD GRAMMAR?

"Earlier in the 20th century, professional writers and educated speakers could be expected to make few, if any, grammatical errors. Newspapers and magazines were edited not only for content and length, but for grammatical correctness. This is no longer the case. . . I have no doubt that the reason for this profusion of grammatical errors is that most American elementary and high school students aren't taught English grammar anymore. . .

"Fortunately, in the 1960s and '70s most teachers knew the English grammar that they had been taught, and so could help their students learn at least some grammar.  Within a number of years, however, grammar ceased to be taught as a separate subject, and was just sprinkled through basal readers. Somewhat later, even fewer grammar rules were to be found in school textbooks.  But, went the thinking, why should American children have to be formally taught their own language?

"It's time again to formally teach traditional grammar in the schools."

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http://washingtontimes.com/op-ed/20041215-085728-5559r.htm

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FREE DOWNLOADABLE GRAMMAR PACKETS

Download free packets to help students learn grammar, punctuation, and capitalization skills, ages grade 6 through adult.

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http://www.readbygrade3.com/cvrltr.html

INDEPENDENT LOCAL EDUCATION ASSOCIATIONS

"Even with dues less than $150, compared to the $600 teachers may pay in total local-state-national dues in a unified group, (the independent local education association's) budget provided for full-time officers and other advantages that come from self-determination of its policies and actions...'A strong local has little need for the clout of the state and national union, and the clout of the state and national union can do little to help a weak local.' 

"...There are several possible constituencies for such independence including, but not limited to, those who object to unions, to affiliation with the AFL-CIO, to industrial-type unions where cafeteria workers and other support staff are members along with teachers; to the social and/or political agendas of the NEA and AFT; to mandatory membership at any level; or to paying dues of $500 or more per year, especially when they realize that such high levels are not necessary in order to have an effective organization."

Teachers interested in exploring independent local education associations and the nonbargaining support that Northwest Professional Educators can provide such groups may contact NWPE at info@nwpe.org or 1-800-380-6973.

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http://www.schoolreport.com/schoolreport/articles/localindependent_4_00.htm

COSTLY LESSON

"Some of the biggest names in insurance peddle lousy retirement plans with high fees and low returns. One and a half million teachers blithely signed up for these dogs--often with their unions' blessing."
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http://www.forbes.com/business/forbes/2005/0425/100.html

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REBUTTING THE UNION REBUTTAL

In response to an editorial column published in the Idaho State Journal, Judy Harold, Pocatello Education Association President, wrote to Northwest Professional Educators about the assertion that the teachers' union spends union dues, not just voluntary PAC funds, for advancing political causes.  She writes, "That is categorically not true; not one cent of dues dollars are used to further political causes." 

In fact, Former Spokane Education Association President, Lynn Jones, revealed in the Spokesman Review (9/9/96) that only 20-30% of teacher union dues is used for collective bargaining, grievance resolution, and arbitration. The rest is spent on activity such as political organizing, advertising, training activists, electioneering, fundraising, donations to the Democratic Party and its political allies, voter list development, etc. 

Furthermore, the NEA does not want its members to know how little it spends on representation.  State NEA affiliates (including IEA, WEA, and OEA) have gone so far as to sue the Department of Labor for requiring the teacher union's to disclose how the members' dues are spent.  (See NEA Press Release February 14, 2004.)  

Information about how union dues are spent and responses to the union's claims may be accessed at the following webpages:

http://www.nwpe.org/yourrights.htm

http://www.nwpe.org/answering_union.htm

OLD SCHOOL VS. THE NEW

"There is a major realignment quietly under way in American education that could have profound implications for teachers and public education generally. Without much fanfare, teachers have been resisting pressures to join or stick with the dominant labor unions such as the National Education Association. Non-union professional associations now command a 10 percent market share, with more than 265,000 teacher members...

"If the independent teacher movement continues to grow, the result could not only be less labor strife disrupting education but also a new openness to constructive change. Among school reformers, the NEA is almost universally regarded as their most hidebound opponent, a well-funded foe of merit pay, standardized testing, parental choice and tenure reform."
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http://dcexaminer.com/articles/2005/05/19//opinion/op-ed/47oped17holland.txt

NEA SUES DEPARTMENT OF EDUCATION:  ASSOCIATION OF AMERICAN EDUCATORS STATEMENT

The National Education Association (NEA) and several state education associations have filed the first-ever national lawsuit against the United States Department of Education over implementation and funding of "No Child Left Behind".   In response, the Association of American Educators (AAE), of which Northwest Professional Educators is a state partner, released the following media advisory on its position on NCLB:

Tracey Bailey, AAE National Projects Director stated, "The NEA has been threatening to file a lawsuit against the US Department of Education for several years even after its own general counsel advised the union that it had little merit or chance of succeeding. . . Now, when the Education Department and Secretary Spellings have made it clear that new flexibility is available to states under a policy of working together for common-sense solutions, the NEA belatedly files a questionable lawsuit. . .  Cooperation, rather than confrontation and litigation, better serve our children and their teachers."

"The Association of American Educators has supported many of the basic goals of NCLB - particularly the attention it has focused on groups of children who have been largely overlooked in the past. Further, in the areas where NCLB has created burdens and problems for school systems, AAE has worked diligently with policymakers to help eliminate the bureaucratic stumbling blocks, extra paperwork, and other unintended consequences of NCLB.  As result, we have made positive differences for educators . . . Congress itself has given the AAE credit for our work in this area."

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