CEA-Advisor_February-March-2023-issue_no-ballot_web

SURVEYING

FEBRUARY – MARCH 2023 CEA ADVISOR 3

CEA SURVEYS: STRONG PUBLIC SUPPORT FOR TEACHERS, SCHOOLS

While Connecticut is experiencing a public education crisis that includes a crippling teacher shortage, the state has both the capacity and overwhelming voter support to turn that around. That was the key message at a news conference where CEA released findings of a survey that explored Connecticut residents’ views on public schools and teachers and underscored voters’ desire to prioritize education this legislative session. The survey found, among other things, that widespread teacher burnout and shortages are among the top education concerns for the state’s registered voters and that strong support exists for a wide range of proposals to address those concerns—including higher pay and a secure retirement for teachers, more school funding, and additional resources for students’ mental health. Community concerns, consensus “Our communities recognize that teachers are not getting the salaries that professionals with commensurate responsibilities and education are earning,” said CEA President Kate Dias, adding, “We are at that moment where we either make a decision to invest in and uplift this profession or continue to watch our public school teachers look for a better offer. Good public schools draw families and businesses to this state, so teachers are a phenomenal investment. This is a moment of opportunity. We have the opportunity to right this ship.”

“Connecticut should make sure that all kids, no matter where they live, know the state is supporting them and their educational pursuits and not leaving it to cities or small towns that can’t afford it,” said Ritter. Improving education, he said, also means reducing class sizes, supporting teachers, and— another priority for Connecticut voters—addressing school indoor air quality. (See story at right.) “Teachers are professionals,” said Currey. “They are due respect, because they are trained and educated to teach our children day in and day out, often spending more time with them than their own families have the ability to. Let’s focus on that this session, and let’s get it right. It’s going to take every legislator and everyone advocating. I really appreciate CEA and all the information they’ve provided to make sure we’re moving forward in a direction that is going to be positive for the students, educators, and families of Connecticut.” “We have to elevate the teaching profession to the level our teachers deserve and look at all the proposals CEA is outlining for us—the salaries, retirement, and class sizes,” McCarty agreed. “From my very first entry into the legislature, I believed all children are due a quality education, and that means equitable funding throughout the state. But we can’t do any of the work in education unless we have teachers in the classrooms.” McCarty acknowledged the tremendous responsibilities, stress, and anxiety heaped on teachers since the beginning of the pandemic and urged her colleagues to build upon the work of recent General Assemblies to make education their top priority. Back to the future A similar groundswell of support for teachers decades ago resulted in meaningful change that turned a profession plagued by dire shortages into a respected career choice. “I’m reminded of the Teacher Enhancement Act, passed in 1986,” said CEA Executive Director Donald Williams. “The legislature joined together—Republicans and Democrats, in a bipartisan effort—to lift up not only teaching but public education in general. They invested over a billion dollars, adjusted for inflation, to increase teachers’ salaries and support public schools for the benefit of students across the state. We desperately needed that at the time, and I would argue that we are in a very similar place in 2023. Teacher salaries have fallen behind, students’ needs are greater than ever, and attracting new educators is more critical than ever. We do that by investing. There aren’t many occasions where the existence of great challenges and needs corresponds with the availability of resources to fully meet those challenges and needs. We have that today.” Speaking for the next generation of educators, CEA Aspiring Educators Program Vice Chairs Kate Cummings and Marlee Greenlaw offered, “As the future teachers of Connecticut, we have firsthand experience with the issues preventing youth from entering this profession.” Many students hoping to become educators, they explained, face hurdles that include the financial difficulties of extra test fees and unpaid student teaching as well as the stress of succeeding at the edTPA teacher assessment. “College classrooms are full of students who would like to become teachers, yet there is still a teacher shortage,” Cummings said. “Education must be at the top of the agenda this legislative session not only for current teachers but for

aspiring educators as well. We are the future, we are listening, and we will be watching the legislative session closely.” VOTERS SAY YES TO SCHOOL INDOOR AIR QUALITY IMPROVEMENTS School indoor air quality is a key priority CEA is bringing before lawmakers this legislative session (see pages 4–5), and CEA’s most recent survey of voters finds overwhelming support for new and updated heating, ventilation, and air conditioning systems in schools.

Almost all voters (91%) support establishing temperature and humidity standards to eliminate poor air quality that results in mold and contributes to respiratory health problems for students and staff. Fifty seven percent strongly support this proposal. “This isn’t a new problem,” says CEA President Kate Dias. “Too many Connecticut classrooms have HVAC systems that are aging, in disrepair, or in urgent need of replacement. The need for new and updated HVAC systems is about ensuring we have safe, healthy school communities where teachers can teach and students can learn.” The survey also found that 88% of voters support requiring districts to show they are meeting school indoor air quality standards. More than half, 54%, strongly support this proposal. “Right now, districts don’t have to report maintenance of their HVAC systems, and schools don’t have to have minimum or maximum temperature standards for students," says Dias. “Classrooms are poorly ventilated and cold in the winter, with students having to wear coats and gloves indoors. In the warmer months they are sweltering, leaving students unable to concentrate on learning due to high heat and humidity levels.” By way of comparison, laws prohibit temperatures in pet stores from going below 65 degrees or above 78 degrees. When it comes to funding, 89% of voters support identifying funding sources, such as school construction grants, to assist cities and towns with heating and cooling system installations or repairs. “Too often, when budget cuts hit school districts, the first thing to go is maintenance, and that’s one of the main reasons so many of our school HVAC systems are in poor condition,” Dias says. She adds, “Improving the air in our schools says we as a state care. It says protecting the health and safety of everyone in our public schools is of paramount importance. It says we’re invested. It says our public schools are great places to grow and to work.”

of voters say teachers’ compensation should be comparable to or higher than professions with similar education and training requirements

of voters favor more state funding to cities and towns for teacher salaries

of voters believe teachers who worked during the height of the

COVID-19 pandemic should receive “hero pay” or other compensation for that work

Legislative support Joining CEA leaders at the news conference were more than a dozen Democratic and Republican legislators, including House Speaker Matthew Ritter, Education Committee Co-Chair Jeff Currey, Education Committee Ranking Member Kathleen McCarty, CEA members Kevin Brown and Chris Poulos, and fellow representatives Hector Arzeno, Robin Comey, Michelle Cook, Dominique Johnson, Sarah Keitt, Jennifer Leeper, Corey Paris, Moira Rader, and Mary Welander.