MEA on the Issues

MEA’s Board of Directors, elected by MEA members, take positions on key issues important to the profession and to our public schools. Below are the current MEA positions.

MEA POSITION ON EARLY CHILDHOOD EDUCATION

The MEA believes that a child’s development during their early years sets the foundation for their physical, social, and emotional wellbeing.  In order to ensure that all children are able to enter first grade ready to be successful in school, the MEA supports:

  • Mandatory, full-day, free, publicly funded, developmentally appropriate, quality kindergarten programs in all school districts;

  • Optional, full-day, free, publicly funded, developmentally appropriate, quality universal pre-kindergarten programs for all three- and four-year old children whose parents choose to enroll them;

  • Dedicated funding for early childhood education since public schools should be the primary provider of pre-kindergarten programs and additional funding must be allocated to finance them;

  • Increased publicly funded support services such as physical therapy, occupational therapy, speech therapy, et al, for children, before birth through 3rd grade, in disadvantaged families;

  • Increased access to Early Head Start programs.


 Adopted December 2, 2018

MEA POSITION ON PROFICIENCY-BASED DIPLOMAS

The MEA believes that in order for a requirement for Proficiency-Based Diplomas to be feasible and appropriate, the following are required:

  • adequate training, resources and time must be provided for the development of curricula

  • and assessment, including input and feedback by local educators;

  • adequate training in best instructional and assessment practices must be provided;

  • adequate clarity and guidance must be provided on implementation;

  • there must be buy-in from all stakeholders (educators, parents and students); and

  • inequities incurred by the expectation that all students will meet all standards regardless of individual strengths and challenges, particularly students receiving special education services and/or English Language Learners (ELL), must be addressed appropriately prior to implementation.


Originally adopted January 31, 2015; revised February 3, 2019