AASA believes educational leaders should support programs and systems that:

1. help build stable, supportive and involved families that nurture children; 
2. invest in and build on the strengths and diversity of communities to ensure that every child in America enjoys his or her right to grow and develop in a healthy and safe environment, with his or her nutritional and educational needs met; 
3. offer services that provide for the basic health, well being and personal security of all students, so that they can focus on learning rather than survival; and 
4. engage national and state organizations and institutions in the development, adoption and implementation of a national public policy on children. Such a policy should include, but not be limited to, the enactment of a proposed Children’s Rights amendment to the Constitution and legislation that addresses the following issues: 

• Nutrition, 
• Health care, 
• Education, and 
• Child care. 

This commitment to children requires that AASA and other state and national organizations be accountable for rethinking and, where appropriate, for reforming public education. AASA pledges its resources to lead this effort.

AASA believes that children will rise to meet higher expectations for learning: Therefore, schools for the 21st century must embody:

1. high expectations for all students, challenging curriculum, engaging instruction and assessment systems geared toward increasing students’ learning; 
2. school leadership that results in greater success for all students; 
3. state-of-the-art programs and facilities; 
4. shared commitment among members of the educational community to provide equal opportunity and quality results for all students; 
5. identified values embedded in the structure and organization of schools and the everyday actions of all school employees; and 
6. adequate resources to provide quality results. 

1. AASA believes continuous professional and personal development of all employees should be a high priority of school boards. 
2. AASA believes only higher education degrees received from colleges and universities accredited by regional associations or the National Council for the Accreditation of Teacher Education should be recognized for the preparation, appointment and promotion of school leaders. 
3. AASA believes multiyear contracts for administrators are desirable because they provide an opportunity for stable and quality educational leadership. 
4. AASA believes compensation for school administrators should be comparable to salaries and benefits paid to individuals with similar responsibilities in the private sector. 
5. AASA believes retirement programs should be portable to permit school personnel to pursue their profession in any state or international assignment without restriction or penalty. Social Security should be available on a non-discriminatory basis to all eligible personnel, but the enforced merger of retirement systems with the federal Social Security program should not be permitted. 
6. AASA supports programs that attract educators from diverse backgrounds into the profession and that develop their leadership potential through mentoring. 
7. AASA encourages the building of collaborative relationships with employee groups in order to increase student achievement. 
8. AASA opposes strikes, sanctions and other types of withdrawal of services in educational institutions. 
9. AASA believes the interests of children are best served when the appropriate roles of administrators and boards of education are defined and practiced. 
10. AASA encourages school boards to conduct formal self-evaluations and to work cooperatively with superintendents to mutually develop a superintendent evaluation process. 
11. AASA believes all school administrators must be afforded due process in matters of contract renewal or discharge. 
12. AASA encourages employee wellness programs. 

1. AASA recognizes that family involvement programs contribute to excellence in education. 
2. AASA supports national, state and local initiatives to develop collaborative, community-wide systems that address child care, health care and other needs of children. 
3. AASA supports the National Congress of Parents and Teachers, its state and local affiliates and other parent organizations in their continuing efforts to improve education. 
4. AASA promotes joint legislative advocacy with groups concerned with the education and welfare of children. 
5. AASA will continue to explore, establish and maintain working relationships with administrator associations in other countries. 
6. AASA encourages school districts to participate with accrediting associations, school development councils and other groups involved in school improvement efforts. 
7. AASA, in cooperation with the National School Boards Association and its state affiliates, shall promote stronger relationships between administrators and boards. 
8. AASA should increase its efforts to strengthen a mutually supportive relationship with the state and regional associations of school administrators. 
9. AASA should build strong relationships with business associations and organizations. 

1. AASA supports a free and appropriate public education for all elementary and secondary students. 
2. AASA supports federal and state legislation for major programs for school construction and renovation. 
3. AASA urges Congress to maintain the separation of church and state in all regulations. 
4. AASA urges federal and state agencies to reduce reporting requirements, duplicative regulations and interference in program implementation. 
5. AASA urges the federal government to make adequate and equitable funding of public education a national priority. The federal government should pay for education as originally intended. 

• AASA supports an increased level of federal funding for public education. 
• AASA supports unrestricted federal aid to education paid directly to local school districts. 
• AASA opposes unfunded mandates. 
• AASA opposes the use of block grants or general aid as a means of reducing federal funds. 
• AASA supports entitlements or categorical aid funds in addition to general aid through the programs such as: 

• Impact Aid to Education; 
• Federal school lunch; 
• Individuals With Disabilities in Education Act (IDEA); and 
• Title I of Improving America’s Schools Act (IASA). 

6. AASA believes funding for education should reflect a balance in types of taxation from local, state and federal sources.

1. AASA supports zero tolerance of all forms of discrimination and harassment. 
2. AASA believes that school administrators should provide leadership toward eliminating isolation and segregation of social, economic, ethnic and racial populations. 
3. AASA endorses the long-standing, court-approved federal tax policies with regard to non-public schools and racial discrimination. 
4. AASA believes school administrators should provide staff development activities that enhance sensitivity to gender, cultural diversity and other equity issues. School administrators, through staff development activities, should assure broad representation of individuals from various cultures. 
5. AASA believes local school superintendents, school boards and leaders of state and national educational organizations should ensure that women, minorities and underrepresented groups are: 

• appointed to leadership positions; 
• included in leadership training opportunities as both participants and leaders; 
• involved at various levels of decision making; and 
• engaged in the total political processes of their communities. 

6. AASA believes that school boards and superintendents are responsible for ensuring that all individuals with communicable diseases are provided with equal access to educational opportunities in age-appropriate programs. Educational leaders should develop educational programs for school staff, students and communities to provide information about communicable diseases. Local school policies should be developed to protect individual rights and privacy. 

1. AASA will provide positive leadership in formulating state and national initiatives involving education policy. 
2. AASA should coordinate with other advocacy groups to assist in the formulation of educational policies and programs that promote education and learning for a global age and an interdependent world. 

1. AASA believes long-range planning must take place in order to maximize all resources and meet the demands of a changing society in a technical age. 
2. AASA believes educational planning should provide opportunities for participation by those persons who will be affected by that planning. 
3. AASA believes research and development programs should lead to improved student performance. All school reform efforts should be based on sound research and practice. 
4. AASA advocates cooperation with colleges and universities and other organizations in research efforts. 

AASA recognizes that a shortage of qualified teachers and administrators seeking active employment exists and is projected to continue into the foreseeable future. To address this problem, AASA supports the efforts to develop new models designed to identify, attract, hire, train, support and retain educators and school leaders from diverse backgrounds. AASA recommends these models include the following considerations:

1. Entry-level salaries comparable to those in the private sector with similar responsibilities. 
2. Enhanced portability of retirement plans for educators across states including options for electing a national retirement plan to be developed as an alternative to state plans. 
3. National standards for licensing teachers and administrators and encouraging states to offer reciprocity for licensure for candidates who meet these national standards. 
4. Alternative and comprehensive paths to achieve licensure as a teacher/administrator. 

AASA calls for a significant increase in state and federal funding to meet rising public expectations for student services because added legal requirements, responsibility for social issues and escalating student needs put added strain on local budgets. Specifically, funds are needed to support new construction to meet enrollment demands and to modernize school facilities. Moreover, despite more than two decades of school finance reform, the disparity in funding among districts remains a pressing issue across the country. Therefore, we call for increased efforts to ensure equity in funding so that all children can reap the benefits of equal education opportunity.

Given the current disparities, AASA recommends following these steps to ensure education meets the tests of both adequacy and equity:

• Federal programs designed to support the educational needs of disadvantaged children should receive Entitlement status. 
• Disadvantaged children should be defined as those living in poverty and those with disabilities. 
• Fully 95 percent of entitlement funds must flow directly to local school districts. 
• Funds must be received by the local districts within 90 days of federal disbursement date. 

AASA also recommends a significant increase in federal and state funds in school facilities construction.

• Facilities construction includes both renovation of existing buildings and new construction. 
• Funds must be disbursed directly to local districts. 
• Federal support for construction provides all children access to schools that offer safe and appropriate learning environments. 

AASA believes that local school officials must be empowered to preserve a productive and safe learning environment free of undue disruption or violence. Consistent discipline requirements and procedures are the keys to a safe environment. Therefore, IDEA regulations should be amended in order to eliminate differential treatment and discipline for special education students. Since special education continues to be an underfunded federal mandate, funding must be increased from the current federal share of 8 percent to reach the 40 percent of the national average per pupil expenditures as promised by Congress when it first enacted P.L. 94-142 (which evolved into the current Individuals With Disabilities Education Act). Special education must be moved to Entitlement funding status at the 40 percent level.

Burdensome paperwork requirements must be reduced so that students receive improved direct services. Technology must be enhanced in order to establish a paperless record trail, which would create efficiencies and better consistency across districts.

AASA supports expedited, mandatory mediation between school districts and parents when disagreements develop over student placements, with particular attention to reducing unnecessary and protracted litigation.

Medicaid reimbursements for school-based health services must be returned directly to the schools, where the costs were incurred. The federal government must mandate that interested school districts be allowed to serve as direct Medicaid providers, thereby eliminating a layer of bureaucracy. The Health Care Financing Administration (HCFA) must allow the continuation of Medicaid paperwork reductions created by "bundled rates." It must also continue reimbursing administrative claims according to existing state plans, so that reimbursements can be expedited and directed to students. Those funds should be allocated toward prevention and intervention programs, which will help to reduce future special education expenditures.

PUBLIC SCHOOL CHOICE
AASA believes public school choice and charter schools that operate under the auspices of local public school boards. We believe that there should be a level playing field, including non-discriminatory and unconditional enrollment of all kinds of children. Therefore, the same regulations and accountability should apply to all schools receiving public funding.

PRIVATE SCHOOL CHOICE

1. AASA believes that public education forms the bedrock of democracy.
2. AASA also recognizes that all parents are empowered to select their children's schools and programs.
3. AASA opposes public funding for private schools because:

• vouchers promote separation and stratification among groups of students; 
• non-discriminatory and unconditional enrollment for all children must accompany public funding; 
• accountability, due process and other measures to protect children should apply to all schools receiving public funding;
• there should be a separation of church and state in relationship to sectarian schools; and 
• vouchers would drain funds from public schools. 

However, it is our position that, since some states have allocated public funds to private schools, the regulations, procedures, assessments, accountability, IDEA and other federal and state laws for public education should be applied to ensure equal protection for all children. Any private school seeking public funding should be required to embrace the same regulations, student opportunities, and public expectations for accountability, including reporting on student performance data.

AASA opposes any public-funded choice program that allows some parents to access educational alternatives, while parents of children who are disabled, poor, or have other unique needs cannot access the same choices.

AASA believes that children have a right to live in a safe and nurturing environment. Therefore, the opportunity to learn in a safe and nurturing place is a fundamental right of every child in America. Students cannot learn without it. AASA urges all districts to review policies directed to protect students, but also to keep in mind that the pursuit of a safe environment must be tempered by a balanced emphasis on the protection of individual student’s rights.

A greater connection between adults and children is essential to support the development of healthy and responsible youths. Every student should have a nurturing relationship with at least one educator who knows and cares for that child. AASA encourages schools to work closely with community, civic, corporate and faith-based organizations in the development and promotion of programs and activities that promote respect and civility in our culture. Specifically we support mentorships, after-school and summer school programs, community service and any other activity that will enable youngsters to become engaged in constructive activities and interact with responsible, caring adults.

AASA joins and supports the Learning 1st Alliance in its efforts to promote responsible gun ownership. All adults, but particularly those who own firearms, must be held accountable and responsible for keeping guns out of the hands of children. Strategies such as raising the minimum age for ownership, requiring child-safety locks, limiting available ammunition and securing privately owned guns must be considered.

AASA believes in a system of accountability that clearly demonstrates the level of progress attained by schools or school districts in fulfilling their mission of increasing student achievement. The responsibility for student learning demands that measures of success include multiple indicators, which are understood and acceptable to the many publics served by the schools, especially students and their families.

AASA believes that student achievement and the quality of learning within a school or school district should be assessed by using a variety of valid and credible standards and benchmarks. Reliance upon the results from a single assessment program as the measure of a school or school district's success should be avoided. Measuring what students know and are able to do is complex and not easily quantified. No state or school district should adopt an accountability system that relies upon a single assessment program to determine a student's eligibility for graduation or a school's eligibility for accreditation.

AASA believes that technology can and should increase student achievement by providing engaging, alternative and unique ways to learn. The evolution of technology dramatically alters the organization and delivery of instruction. Therefore AASA recommends that:

1. Appropriate technology must be matched to standards.
2. Every student and educator must have access to necessary technology to prevent disparities and promote equity. 
3. Planning, infrastructure, equipment and, most especially, development of technology skills of educators must be supported at a local, state and federal level. 
4. Technology must support learning through curriculum enhancement, not only as a skill unto itself. 
5. Adequate funding is necessary for technical support and system operation to ensure that the investment in technology is fully used. 
6. Technology must be utilized to enhance learning and communication between the school and community. 

AASA believes student achievement is the highest priority of public education and calls upon all parties (e.g. legislatures, boards, teachers, families and community members) to make student learning foremost in their deliberations and actions. We call for a national commitment to break the connection between the achievement of students and their parents' income. We are committed to high achievement for all students, while eliminating the gap in achievement between children of different ethnicities, gender and socioeconomic backgrounds. While recognizing that the socioeconomic level of students attending a school is not a predictor of the quality of instruction received, we support greater resources for those schools serving the neediest children. For those schools in particular, as well as all schools, we advocate program funding for the following measures to raise student achievement:

• Universal access to quality preschool and other early child care and education programs; 
• Increased instructional time; 
• Small class sizes combined with effective instructional practices; and 
• Extensive professional development. 

AASA believes that the education and well being of our children is the responsibility of the entire community. Building partnerships among the many stakeholders that contribute to the success of student learning should not be left to chance. Conscious and deliberate efforts should be made to establish and sustain meaningful partnerships that result in:

1. Adding value to teaching and learning; 
2. Providing effective mechanisms for feedback; 
3. Understanding perspectives and interests of the partners; and 
4. Building sustainable, productive relationships. 

AASA also believes that all agencies (e.g. public, private business, and government) should be engaged actively in the ongoing development and nurturing of formal relationships with public schools that will be beneficial to all students. Therefore, AASA will take a leadership role in calling upon all the many publics to establish meaningful and productive relationships with public school districts.

AASA believes that the current governance system is not serving the needs of children. In too many cases deteriorating relationships interfere with providing quality education for children. The boards of education and superintendents are responsible for building and maintaining a strong partnership focused on increasing student achievement. The board of education has a tremendous influence on the school district and that influence can have an impact on the culture and climate of the district, employee’s feelings about the district and the community support of the district. Therefore, it is critical that boards of education provide quality leadership in policy development, rather than be involved in the day-to-day operations of school districts.

AASA should work with many groups, including the National Governors’ Association, the National Conference of State Legislatures, the National School Boards Association and the private sector to develop and promote legislation and programs that:

• clarify the policy role of school boards; 
• develop a process for holding board members accountable for operating within that role; and 
• require training to meet the policy role. 

AASA believes the primary purpose of schooling is to empower all children to become all that they can become. AASA further believes that this purpose must be met through learning experiences emphasize differences in race, ethnicity, gender, physical ability, language, socioeconomic status, religion and sexual orientation. Children who are regarded as having less worth than other children because any of these biases will never become all that they can be. These biases are unacceptable for the following reasons:

1. Establishing a culture in which diversity is valued is a matter of justice. 
2. The valuing of diversity is an economic issue. We live in an economy that cannot function to the benefit of all unless everyone develops to his or her full potential. Anyone who erects a barrier to this development works against economic well being. 

Although staff development and curriculum are important components required to support diversity, a school culture that values diversity cannot be brought to life only through staff development and curriculum revision. The valuing of diversity cannot be merely taught. It has to be lived. Children, therefore, must have interaction with people who are different from them and that interaction must take place in settings where the differences are regarded as exciting opportunities for enrichment, and not as experiences to be avoided or merely tolerated.

When children have the benefit of such a school culture, they will learn that diversity is not something to fear. Instead, they will learn that the human family shares much more in common than it does in difference. In other words, they will learn the true meaning of living in a society that declares to the rest of the world that we are one people, infused with life from every culture in the world.