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Horsford goes on offensive on higher education cuts,
By Jon Ralston · January 28, 2011 · 7:13 AM
Senate Majority Leader Steven Horsford revved up his new rapid response shop this morning with a "memo on higher education" penned by Mike Trask that makes the cuts look as bad as he can, says Gov. Brian Sandoval "assumes a 12 percent tuition hike" (really?) and has an unfortunate error ("What Nevadan's think") for a higher ed missive.
Here it is:
Higher education in Nevada
In 2010, according to the U.S. Census Bureau, Nevada spent 6.7 percent of its total state expenditures on higher education. This ranked far below the national average of 10.1 percent. In comparison, Colorado spent 8.3 percent of total expenditures on higher education; neighboring Utah spent 10.1 percent.
In 2007, Nevada ranked 48th in per capita state and local government expenditures on higher education at $490 per resident. Wyoming spent nearly twice as much at $973 per resident and Utah spent $896. Every other Western state ranked above Nevada.
Now Governor Brian Sandoval has proposed an 18.7 percent cut to our colleges. In reality, this cut is much closer to 30 percent when a 5 percent college staff pay cut is taken into account, and because the governor assumes a 12 percent tuition hike for Nevada students.
Yes, Nevada young people and those working to learn new skills would pay an additional 12 percent under the Sandoval plan. In fact, if the higher education shortfall were to be covered through tuition hikes alone, tuition would have to skyrocket by an estimated 73 percent.
This comes at a time when College of Southern Nevada students literally camped outside to be in line for class registration. Why did they camp out to go to college? Because colleges such as CSN simply cannot accommodate the needs of all of the Nevadans who want to further their futures.
Further, workforce development and retraining could not be of more importance with unemployment at 15 percent. More than 85,000 construction workers are unemployed, and their industry simply will not recover to 2007 levels in the near future. Retraining our workforce for the jobs of the future depends on a strong system of higher education. Governor Sandoval is eliminating that option, and cutting off the possibility of a robust economic recovery or long-term economic diversification as a result.
Other Republican governors don’t feel the same
As Governor Sandoval proposes drastic cuts to higher education, the Republican governors of Virginia, Kansas, New Jersey, and Nebraska view higher education as the key to turning their state’s lagging economies around. They are resisting cuts to higher education, and some are even proposing to increase funds, despite budget shortfalls.
Conservative Virginia Governor Robert McDonnell recently announced a $50 million investment in higher education, aimed at increasing the percentage of Virginians with higher education credentials from 42 to 55 percent in the next 15 years.
McDonnell cites:
For every $1 the state spends on higher education, it generates $13 in GDP
For every $1 the state spends on higher education it generates $1.39 in state revenue
Higher education accounts for more than 144,000 jobs and $9.5 billion in spending
Other Republican governors cite similar statistics as they work to improve higher education in their states. Kansas Governor Sam Brownback recently proposed a three-year, $105-million University Economic Growth Initiative to enhance job growth in three key economic clusters: cancer research, animal health research, and aviation.
In recent weeks, New Jersey Governor Chris Christie and Nebraska Governor Dave Heineman have also spoken about the need to support higher education during tough financial times. They know preserving and improving higher education will be a key to economic recovery.
What it means for Nevada
According to Chancellor Dan Klaich, every $1 of state support for higher education equals $4.39 in economic activity in Nevada.
The cuts to higher education will have an immediate negative impact on spending in Nevada during a time when the state desperately needs revenue. But that’s not the worst part.
In order for Nevada to truly diversify its economy it needs to produce a workforce that meets the needs of 21st Century business. Our young people deserve the opportunity to compete for high-paying jobs.
Chancellor Dan Klaich testified to the following during a budget hearing in Carson City today:
To offset a $162 million reduction in state spending, tuition and fees would need to increase 73 percent – or 83% if 15 percent of the tuition increases were set aside for financial aid, as the governor has proposed
The governor’s budget represents a 31 percent cut over two years to the University of Nevada, Reno
The governor’s budget represents a 28.6 percent cut over two years to Truckee Meadows Community College
Governor Sandoval’s proposed higher education budget cuts would be on top of reductions of 36 to 42 percent cuts imposed at universities and community colleges since 2009, resulting in a 9 percent reduction in staff, larger classes, lack of access to classes, and students taking longer to graduate
What Nevadan’s think
Nevadans are deeply concerned about these cuts. Young people want to get educated. They want to position themselves for better jobs and more opportunity in the future. The governor’s cuts are scary. Here are a few thoughts from Nevadans.
“I know that an increase in tuition will mean that many of the faces I see on campus will not be able to return in the fall. I know that more cuts to programs and services will lead to students and staff looking elsewhere. If we continue to cut education, Nevada will become a ghost state. We must realize the importance of funding our schools and providing avenues for the best and the brightest to remain in the Silver State.”
Mallory Cyr
UNLV
“My entire family’s future is directly affected by our ability to receive quality education. As Governor Sandoval continues to guilt the struggling people of Nevada with his "shared responsibility" rhetoric, he seems to be ignoring the fact that gutting the funding for education has only caused the people of Nevada to fall further and further behind in their appeal to quality employers.”
Tera Burbank
Mother, CSN graduate, UNLV student
“In order to turn Nevada into the Renewable Energy Capital of the World, we will need to invest more in our education system. We will need to institute more programs that will allow for this vision to be enacted. We will need to show the businesses around the country that we have an educated and skilled population in place, ready and willing to work.”
Aimee Riley
CSN
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Press Release: FEBRUARY IS DISCOVER LANGUAGES MONTH
Category: Business News, Non-PartnerJan 31st, 2011
ACTFL INITIATIVE CALLS FOR K-16 SCHOOLS, TEACHERS, STUDENTS AND ADMINISTRATORS TO SPEAK UP FOR LANGUAGE LEARNING
January 26, 2011 Alexandria, VA – The American Council on the Teaching of Foreign Languages (ACTFL) is pleased to announce that February 2011 marks the 6th annual national celebration of Discover Languages Month. Part of a sustained effort, Discover Languages Month was developed to raise public awareness about the cognitive, academic, cultural and economic benefits language learning provides and to help all U.S. students Discover Languages…Discover the World!®
ACTFL is spearheading efforts and has created a website filled with ideas and classroom activities, information and research studies and step-by-step guidelines to help teachers, students, parents and supporters communicate, educate and advocate about the benefits of language learning. The campaign also seeks to provide a unifying effort among all language professionals to help them work collaboratively, promote language education, and identify resources to meet the needs of the constituent groups of language professionals.
As part of the advocacy campaign, ACTFL helps shape policy in a variety of arenas, with particular focus on helping educators, parents and citizens appeal to their representatives in an effort to re-introduce and co-sponsor for the Excellence and Innovation in Language Learning Act (formerly H.R. 6036) that was introduced by Congressmen Holt and Tonko in September 2010.
“We want to help teachers, parents and students spread the word to business leaders, decision-makers and political leaders at the local, state and national levels,” said ACTFL Director of Education Marty Abbott. “The research is clear and measurable: Learning languages boosts cognitive ability and improves academic performance across all subject areas, including English,” Abbott said. “Now is not the time to cut language programs. Now is the time to do more and start earlier.”
Each year ACTFL sponsors a National Student Video Podcast Contest that challenges world language students of all languages and all levels of instruction to create a 1-minute PSA to promote the value of learning a second language to their peers. “The quality of this year’s videos is astounding,” said ACTFL Executive Director Bret Lovejoy, “Nothing is more powerful than watching and hearing students explain why learning languages is key to participating in our global community.” ACTFL invites everyone to view the videos and vote for their favorite. Winners will be announced in February, during Discover Languages Month. For information on how you can celebrate Discover Languages Month, visit the website at www.actfl.org or go to www.discoverlanguages.org
About ACTFL
The American Council on the Teaching of Foreign Languages (ACTFL) is the national association for world language education professionals representing all languages and across all levels of instruction. ACTFL provides guidance to the profession and to the general public regarding issues, policies, and best practices related to the teaching and learning of languages and cultures. With more than 12,000 members, ACTFL is a leading national voice among language educators and administrators and is guided by a responsibility to set standards and expectations that will result in high quality language programs. For more information, visit the website at www.actfl.org.
GLOBAL LEARNING, a not-for-profit organization, (click below to view information) _____________________________________________________
http://instituteofreadingdevelopmentteachingjobs.com/ _____________________________________________________ By Joseph Picard Americans are not, in general, proficient in foreign languages. That situation, according to experts, is not good for the nation, not good for humanity, and not good for the individual monolinguist. A number of reports over the past several years point to a shortage of translators in the U.S. military and other agencies that work overseas, and how that shortage affects knowledge, understanding of culture and an ability to work together with foreign people and organizations. Anthony Grafton, professor of History at Princeton University, writing this week in the university newspaper, The Daily Princetonian, addressed the problem as it regards the military. "Sadly, many Americans don't see the point of studying foreign languages at all, since the world seems to have learned English," Grafton said. "I wish everyone could speak, as I have, with a veteran of the Iraq war who has done house-to-house searches at night without the benefit of a competent interpreter." Both Panetta and Grafton know that the problem extends beyond the military and government service. "A significant cultural change needs to occur," Panetta said. "And that requires a transformation in attitude from everyone involved: individuals, government, schools and universities, and the private sector." U.S. Secretary of Education Arne Duncan said that schools, colleges, and universities need to invest more, and more intelligently, in linguistic instruction. Duncan said a top priority of his department and the administration will be the reauthorization of the Elementary and Secondary Education Act. "Our proposal to reauthorize goes much further than the existing law in supporting a well-rounded, world-class education," he said. "The blueprint to reform the law would create a competitive pool of $265 million to strengthen the teaching of the arts, languages, civics, government and other subjects." U.S. Rep. Rush Holt, D-NJ, has written legislation to increase federal funding for foreign language education. "We need to alter dramatically how children learn language at an early age," Holt said, adding that the government should focus its efforts on teaching languages in grades K through 12. Rita Oleksak is the director of Foreign Language for the Glastonbury Public Schools in Glastonbury, Connecticut, a school district where foreign language proficiency is required in elementary school. "It's a whole mindset," she said. "Our foreign language program is integrated across the curriculum. Students learn necessary skills in foreign languages. They learn to make connections between languages. They learn how languages and cultures are the same and how they are different." Oleksak said that in the current, interconnected world, with so much knowledge at everyone's fingertips, knowledge of another language and another culture is essential. She said that students studying Chinese at Glastonbury interact with Chinese students studying English. These young people are able to explore each other and each other's culture through conversations, and such interactions hold great promise for the future, she said. "Through foreign language proficiency students can learn how people are more similar than different," Oleksak said. John Carlino, executive director of the New York State Association of Foreign Language Teachers, said his organization believes that "the ability to communicate in other languages and the cross-cultural skills one builds in learning a language are essential components of a 21st century education." Carlino said that while English may be becoming a global language in the business world, "it's important to point out that if everyone else speaks our language, but we don't speak other languages or understand other cultures, we are at a huge disadvantage in the global market." Martha Abbott, director of education for the American Council on the Teaching of Foreign Languages, agreed. "It's very naïve to say 'the world speaks English' therefore I don't need a foreign language," she said. "Who has the advantage in business when they know your language and you don't know theirs?" Abbott pointed out that the United States recently ranked 26 in the PISA tests. That's the Program for International Student Assessment, conducted every several years by the Organization for Economic Cooperation and Development. The test covers a range of learned skills, and the U.S. Department of Education and other organizations are bemoaning the results and promising vigorous actions to turn the tide. Abbott said that each of the top ten nations in the PISA listing required the learning of foreign languages in their school systems. "The United States does not," she said. Both Abbott and Carlino cited research that says that a student's overall cognitive abilities improve when he or she learns a foreign language. "The brain is like a muscle," Abbott said. "When you learn a foreign language you begin working parts of the brain you do not normally use. It increases intelligence, communications skills, higher level thinking skills, critical analysis." "Brain and language acquisition research has shown that the earlier one starts and the longer the duration of exposure to another language, the deeper, quicker and longer lasting the learning will be," Carlino said.
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Dr. Emma Sepulveda, Director of the Latino Research Center,
Department of Foreign Languages and Literatures On location at the Chilean Miners' rescue |
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The following videos are from ABC's Nightline and Good Morning America: