Meeting of the Board of Regents | January 2007
The University of the State of New York
The State Education Department
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
Robert M. Bennett, Chancellor, B.A., M.S. .....Tonawanda
Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. .....Hollis
Saul B. Cohen, B.A., M.A., Ph.D. .....New Rochelle
James C. Dawson, A.A., B.A., M.S., Ph.D. .....Peru
Anthony S. Bottar, B.A., J.D. .....North Syracuse
Merryl H. Tisch, B.A., M.A. Ed.D. .....New York
Geraldine D. Chapey, B.A., M.A., Ed.D. .....Belle Harbor
Arnold B. Gardner, B.A., LL.B. .....Buffalo
Harry Phillips, 3rd, B.A., M.S.F.S. .....Hartsdale
Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D. .....Albany
Lorraine A. Cort�s-V�zquez, B.A., M.P.A. .....Bronx
James R. Tallon, Jr., B.A., M.A. .....Binghamton
Milton L. Cofield, B.S., M.B.A., Ph.D. .....Rochester
John Brademas, B.A., Ph.D. .....New York
Roger B. Tilles, B.A., J.D. .....Great Neck
Karen Brooks Hopkins, B.A., M.F.A. .....Brooklyn
President of The University and Commissioner of Education
Richard P. Mills
Deputy Commissioner for Office of Operations and Management Services
Theresa E. Savo
Director, Office of Governmental Relations
Diana M. Hinchcliff
Federal Relations Liaison
Cynthia R. Woodside
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Inquiries concerning this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. This publication is available on the State Education Department website, www.oms.nysed.gov/legcoord. This publication can be made available in a variety of formats, including Braille, large print or audio tape. Call 518-486-5644.
Table of Contents
The Board of Regents, the University of the State of New York and the New York State Education Department
Established by the New York State legislature in 1784, the Regents of the University of the State of New York form the oldest, continuous state education entity in America. The Regents are responsible for the general supervision of all educational activities within the state, including presiding over the New York State Education Department. The mission of the State Education Department is to raise the knowledge, skill and opportunity of all the people in New York.
The University of the State of New York (USNY) is the nation's most comprehensive and unified educational system encompassing all the institutions, public and private, that offer education in the state. It consists of the State Education Department as well as all elementary, secondary and postsecondary educational institutions, libraries, museums, public broadcasting, records and archives, professions and vocational and educational services for individuals with disabilities.
The Regents have identified six goals for lifelong education, encompassing infancy through senior years:
These goals require the partnership and collaboration of all the USNY members. They also call for a new view of the federal government as a vital partner in providing a continuum of educational opportunity from pre-kindergarten through adult learning.
Importance of the Federal Role
Federal funds are essential resources to support the nation's learning system. Federal programs should serve special population groups such as the economically and educationally disadvantaged, people with disabilities, the gifted and talented, persons needing occupational education and students in high cost graduate or professional programs who are being trained for a national market. Federal programs also should recognize the pivotal role that state education agencies play in all facets of education nationwide, respect the rights of states and localities to design and manage education systems within their jurisdictions according to their own constitution or statute and provide adequate funding for administrative tasks that states and localities must complete to meet federal statutory and regulatory requirements.
Federal Legislation and Education in New York State 2007, the New York State Board of Regents and the State Education Department's federal agenda, outlines the Regents legislative priorities for the first session of the 110th Congress.
For more information contact the State Education Department, Office of Governmental Relations at 202-659-1947 (Washington, DC) or 518-486-5644 (Albany, NY).
Education Funding in Federal Fiscal Years 2006 and 2007
The 109th Congress did not approve the fiscal year 2006 Labor-Health and Human Services-Education appropriations bill until late December 2005. The bill cut K-12 education funding for the first time in 10 years by 1.2 percent. Education was funded at $56.5 billion, $59 million less than the FY 2005 level. In addition, Congress approved an across-the-board cut of one percent in all domestic discretionary programs (except veterans programs).
The Deficit Reduction Act (P.L. 109-171), signed into law in February 2006, reduced student loan programs by close to $12 billion. Pell grants received a small increase but the maximum grant was frozen at $4,050 for the fourth year in a row.
The Bush administration's FY2007 budget proposal would have resulted in further reductions for many education programs. Congressional action on the FY2007 education appropriations bill was not completed by the time the 109th Congress adjourned in December. The 110th Congress will complete work on the bill in 2007.
The 109th Congress
The 109th Congress did not complete action on the reauthorization of several key education programs. Among those that stalled: Workforce Investment Act, Head Start, and portions of the Higher Education Act. The House held hearings during the second session on the reauthorization of the No Child Left Behind Act (NCLB), but neither chamber took action on any legislative proposals.
The 109th Congress reauthorized and renamed the Carl D. Perkins Career and Technical Education Improvement Act (P.L. 109-270) for six years and reauthorized the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) for five years, along with the student loan provisions of the Higher Education Act. Both the PRWORA and the Higher Education Reconciliation Act (HERA) were included in the Deficit Reduction Act, the omnibus budget bill.
Funding for No Child Left Behind in New York State
Purpose of the No Child Left Behind Act
The No Child Left Behind Act (NCLB) governs elementary and secondary education, mandates educational standards and holds states, school districts and schools accountable for the performance of all students. The New York State Board of Regents and the State Education Department have required educational accountability since before NCLB and support the law's goals of closing the great divide in achievement, from pre-kindergarten through college, along lines of income, race, ethnicity, language and disability and ensuring that students have the education necessary for them to keep up with growing demands for still more knowledge and skill in the face of increasing competition in a changing global economy.
NCLB is due for reauthorization in 2007. The Regents and the Department are in the process of developing a set of detailed recommendations for amending current law. These issues are among those we will address.
FY 2007 & 2008 Appropriations. NCLB must be fully funded. Funds appropriated since the law took effect are more than $56 billion below the amount authorized. This lack of funding has shifted the financial burden of fulfilling many of the law's requirements, such as conducting yearly testing in grades 3-8, to the states. Since NCLB was enacted New York's expenditures for testing have more than doubled--from $14 million to $32 million--which has resulted in less funding available for technical assistance and other supports school districts need.
In addition to programs such as Title I, Educational Technology, Safe and Drug-Free Schools, and State Assessments, adequate funding for numerous smaller education programs is also critical to students' academic success. Among those programs are:
Context for Federal Investment in Workforce Preparation
Our nation's workforce competitiveness is tied directly to the skills, knowledge, credentials and supports that the education and vocational rehabilitation systems provide. The Workforce Investment Act, enacted in 1998, recognized the need to connect the parts of the education system that address out-of-school youth and adults (vocational rehabilitation, adult education and family literacy, Perkins postsecondary vocational and technical education) with workforce development.
The future prosperity of New York and the nation depends on a skilled workforce and proactive support and organization for innovation. A higher skilled workforce is only the baseline requirement for global competitiveness. The bar for skills is rising, a result of competition from lower wage but increasingly better educated workers overseas and the demands of rapid technological change at home. Responding to global competition requires integrating workforce development and education with economic development.
Purpose of Title I of the Workforce Investment Act
Title I requires that each of nearly 600 local workforce investment areas in the nation develop and administer a one-stop delivery system. Federal adult education, vocational rehabilitation and postsecondary vocational and technical education programs administered by the State Education Department are mandatory partners in every local workforce investment area and expected to contribute to the shared costs of one-stop delivery centers.
Workforce Investment Act in New York State
The New York state commissioner of education is a permanent statutory member of the State Workforce Investment Board. At the local level, district managers from the education department's Office of Vocational and Educational Services for Individuals with Disabilities sit on each of the state's 33 local workforce investment boards as do agency-designated representatives from funded adult education and family literacy programs.
Funding for Adult Education and Family Literacy Act in New York State
Purpose of Adult Education and Family Literacy Act
Title II provides out-of-school youth and adults over age 16 with the literacy, English language and GED preparation instruction needed to become effective workers, parents, citizens and community members.
Adult Education and Family Literacy Act in New York State
Federal funds are combined with over $100 million in state discretionary grant and state aid funds for adult education and family literacy administered by the State Education Department to support approximately 230 programs serving over 156,000 students annually. New York's system is the most diverse in the country and includes school districts, Boards of Cooperative Educational Services (BOCES), public and private postsecondary institutions, community-based organizations, literacy volunteer organizations, unions and library systems.
Adult Education and Family Literacy Act in Action in New York
Rosa Veloz, 25, was born in the Dominican Republic and lived in Spain before coming to New York three years ago. After less than two years in the GED program at Highbridge Community Life Center, she became a student at Hostos Community College and began preparing for a career in law.
Funding for the Vocational Rehabilitation Act in New York State
Purpose of the Vocational Rehabilitation Act
Title IV empowers individuals with disabilities to maximize employment, economic self-sufficiency, independence and inclusion. Universal access, a main principle of the Workforce Investment Act, holds promise for ensuring meaningful participation by individuals with disabilities in the full array of workforce activities.
Vocational Rehabilitation Act in New York State
The State Education Department's Office of Vocational and Educational Services for Individuals with Disabilities (VESID) is the designated state entity for vocational rehabilitation and independent living services. VESID local managers participate on all 33 local workforce investment boards. VESID staff is involved in the over 70 one-stop delivery centers in the state. VESID and its network of community rehabilitation providers serve more than 60,000 individuals and place over 15,000 people into employment each year.
Vocational Rehabilitation Act in Action in New York State
Richard Sicignano loves science. And he loves making other people love it too. He was a geologist until a motor vehicle accident left him a C7 quadriplegic. He now uses a wheelchair and has limited upper torso and arm strength. VESID modified his van so he could work at a part-time job while recovering. Richard really wanted to get back into science and with VESID's assistance he got his master's degree in education. He had several job offers and elected to teach earth science and environmental science at Ossining High School. He began earning over $54,000 a year.
Selected funding for the Higher Education Act in New York State
Purpose of the Higher Education Act
The Higher Education Act (HEA) supports states' efforts to extend educational opportunity and maintain a highly skilled workforce and citizenry. It funds student financial assistance, early outreach and student services, teacher quality development, and postsecondary institutions.
Higher Education Act in New York State
New York has higher rates of college participation and completion than most other states. But family income is not keeping pace with rising tuition prices, so Pell grants and federal loans cover a shrinking share of college costs and students rely increasingly on high-cost, private loans.
Higher Education Act in Action in New York State
New York State's HEA Teacher Quality Enhancement Grant supports New York's Teacher Recruitment Project. Within a two-year period, the project enabled independent colleges and universities to place approximately 750 new teachers in New York City public schools through the Teaching Fellows Program. Without HEA funds, these colleges and universities would not be able to help New York City meet its need for teachers in hard-to-staff subjects and schools.
Purpose of Early Childhood Education
Successful academic achievement for children in pre-kindergarten through grade 12 is scientifically linked to participation in high quality early care and education activities. Research shows a correlation between quality early childhood education and positive development of language and mathematics skills in young children and subsequent success in academic performance. Four-year-olds who participate in developmentally appropriate pre-kindergarten programs are better prepared for and do better in school.
Early Childhood Education Programs in New York
New York has been viewed as a national leader in its implementation of universal pre-kindergarten. When New York's statute was enacted in 1997, fewer than 10 states had similar programs. Forty-six states now have some type of pre-kindergarten program. As a nation, we are moving toward an educational system that includes three- and four-year-olds.
Early Childhood Education in Action in New York State
New York has successfully established a state funded pre-kindergarten program that provides funds through school districts and requires collaboration with community-based providers. All teachers regardless of setting must meet teacher education certification requirements. The result has been improved scores on statewide tests, increased curriculum alignment regardless of setting, improved quality of instruction in community programs and shared professional development among collaborative providers. The programs have been ideal settings for integrating preschool children with special needs. A longitudinal study by the Rochester Children's Project found that they closed the achievement gap for four-year-olds.
Increase flexibility in the Head Start program. Head Start funding should be made available for all state pre-kindergarten initiatives rather than one specific program. Strong links between state and local education agencies and the entities providing pre-kindergarten and early education programs should be required along with alignment of standards, curriculum, assessment and data reporting.
Purpose of Cultural Education and Educational Technology in New York
The Office of Cultural Education (OCE) comprises the State Library, the State Museum, the State Archives and the Office of Educational Television and Public Broadcasting. These institutions are responsible for increasing the knowledge and information resources of state and local governments, businesses and individuals.
OCE supports research, operates programs and develops collections that serve the long-term interests of the state's institutions and residents. The State Library, the State Archives and the State Museum provide services directly to individuals and government. OCE distributes aid to libraries and library systems, holders of historically important records, local governments and public broadcasting stations and provides instructional television services through its public broadcasting program.
Adequate funding for these programs is critical to the education and life-long learning of all students, young and old, in New York and the nation.
Library Services Technology Act in Action in New York State
National Historical Publications and Records Commission Funding in Action in New York State
Because of NHPRC...
The E-rate program provides funding to telecommunications vendors to support discounts to schools and libraries for telecommunications, Internet access and internal connections (cabling and network infrastructure needed for access by multiple users). The discount rate for each school and library depends on their rate of participation in the National School Lunch Program and their urban/rural status. Each year's funding is capped at $2.25 billion and unused fund balances can be rolled over to following years. Annual requests for E-rate funding far exceed the monies available. New York's schools and libraries received close to $436 million in 2003 and $340 million in 2004. Funds are still being allocated for 2005 and 2006.
In 2004 the Federal Communications Commission determined that the E-rate program should be subject to the Antideficiency Act. The Antideficiency Act prohibits committing funds not actually accrued, which would prevent the E-rate program from making funding commitments to school districts and libraries for any upcoming fiscal year. Congress has temporarily exempted the E-rate program from the Antideficiency Act through December 31, 2006.
Exempt the E-rate program permanently from the Antideficiency Act. Without this exemption, the program could once again be unnecessarily disrupted causing schools and libraries to delay or be unable to address their education technology needs.