But the ESEA is one of the nation’s primary education laws. It affects every student and teacher in the Northern Mariana Islands. And it is up for reauthorization.
Last year, I was able to bring in over $36 million in one-time Recovery Act money for education. This year, as a member of the House Committee on Education and Labor, rewriting the ESEA and gaining permanent access to funding and programs is my best opportunity to improve education in our islands. I have set four primary goals, which I want to share with you:
(1) State-like treatment under Title I. One of the primary sources of funding in ESEA is Title I. Currently, there is a set-aside of funds for the Northern Mariana Islands and American Samoa, Guam, and the Virgin Islands. But the set-aside results in much less funding on a per-student basis than we would receive under the allocation formula used for States. I think our students deserve more equitable treatment and so I’ll be pushing for a new allocation formula in Title I of the ESEA.
(2) Eligibility for Early Reading First. As too often happened in the past, the insular areas have been left out of Early Reading First, a great program that helps kids get a head-start on learning. Early education programs like this are vital to prepare our children to succeed in school and later in the workforce; and I will work to ensure our children are not left out.
(3) Inclusion in Race to the Top and Invest in Innovation. The American Recovery and Reinvestment Act, which we in Congress passed last year, created two competitive grant programs, Race to the Top and Invest in Innovation, which reward schools that find new ways to boost student performance and professional development. The insular areas were not included because our schools received a set-aside under the one-time State Fiscal Stabilization Fund. But now President Obama and Education Secretary Duncan have proposed making Race to the Top and Invest in Innovation continuing programs. The Northern Mariana Islands needs to be included, so we can compete for these grants, just as schools everywhere else in our country.
(4) New incentives to attract — and retain — teachers. It is hard to attract the best teachers to the Northern Mariana Islands. We are remote and teacher salaries are not fully competitive with the mainland. It is also hard for teachers we already have to get the continuing education they want to stay current in their careers or to earn advanced degrees. I am proposing a program of new incentives, similar to those that bring doctors to remote areas of our country, for teachers.
These would include travel stipends and student loan repayments — even for our own students to encourage them to return home with their teaching skills. I am also working to ensure there are distance learning opportunities in the ESEA to help our existing teachers learn new methods, share their own innovative practices, and work toward the advanced degrees that can help them earn higher salaries and be better teachers for our students.
To be involved in reauthorization of the Elementary and Secondary Education Act and other important federal laws that increase opportunities for education and training was one of the reasons I chose to sit on the House Committee on Education and Labor. Because I believe that constantly improving our educational system in the Northern Marianas is the best way to ensure the well-being and prosperity of our community 30 to 50 years ahead.
GREGORIO C. SABLAN
CNMI Congressional Delegate
