CATE 2010: Board Resolution –
Commendation of the Convention Committee
Taking The Road Less Traveled is what teachers encourage students to do. Teachers encourage the road of exploration, the road that leads to discovery and self-knowledge. Teachers need a toolbox of approaches to help students find their way and keep up their courage. It is in conferences such as this that teachers find those approaches and have time to meet with colleagues who will energize them for the task ahead. This is crucial in a time of high stakes testing and scarcity of resources.
This convention happens only because of the efforts of many teachers and other volunteers who sacrifice their time and energy to make this weekend possible.
RESOLUTION
Resolved that the California Association of Teachers of English thanks and commends the following outstanding volunteers:
| Convention Chair | Nancy Himel |
| Convention Coordinator | Punky Fristrom |
| Program Chair | Cheryl Hogue Smith |
| Meals /Decor CoChairs | Marilyn Wells |
| Registration | Lisa Hernandez, Charleen Delfino |
| Technology AV Chairs | Brian Jeffrey, Richard Hockensmith |
| Reception | Phyllis Shub, Joanne Fahey |
| CATE Membership Booth | Joan Williams |
| Pre-Convention | Jayne Marlink |
| Autograph Chair | Kathy Allen |
| Volunteer Chair | Courtney Lockwood |
| President’s Reception | Robert Chapman |
| CATE Treasurer | Anne Fristrom |
| Exhibits | Tammie Harvey |
| Registrar | Eddie Hase |
| Flyer/Program Publication | Carole LeCren |
| Printer | Rick Benson, Carol Benson |
| Photographer | Ken Allen |
CATE 2010: Resolution 1 – Eligibility for University of California and California State University systems
Whereas California students must meet increased expectations each year in order to be accepted to University of California (UC) and California State University (CSU) campuses, and
Whereas English Language Arts teachers spend their work days preparing students to meet those expectations, and
Whereas qualified students should be able to attend a California taxpayer funded state college/university by virtue of their residency in California, and
Whereas it has been demonstrated that college education provides students a more financially secure future and supports the state’s economy, and
Whereas California students will be motivated to access excellent post-secondary education and should not be discouraged from doing so, and
Whereas the University of California (UC) and California State University (CSU) tuition and fees increased more than 30% percent this year, and
Whereas the UC and CSU systems have stated they will be accepting MORE out-of-state student applications and fewer incoming California students,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge UC and CSU to limit non-resident college admissions to the average percentage used in the past 5 years, and
Let it be further resolved that the California Association of Teachers of English (CATE) urge UC and CSU to examine any barrier to matriculation by qualified California residents.
CATE 2010: Resolution 2 – Access to Literacy Instruction
Whereas literacy is a basic requirement to function and succeed in a democratic society, and
Whereas reading and writing skills determine the economic contribution and participation of citizens in a civil society, and
Whereas literacy supports growth in all core content areas, and
Whereas a substantial number of low-performing high school students, (e.g., second language learners, special needs students, incarcerated youth and students of low socio-economic status) often read at or below a 4th grade level, and
Whereas many school districts are eliminating any courses that support literacy if they are not required for graduation,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge the governor, the legislature, and the California Department of Education to ensure that school district budget-cutting measures not target support classes for literacy.
CATE 2010: Resolution 3 – Dropout Prevention
Whereas current budget cuts have placed California last among the states in per pupil spending, with some states spending three times what California spends, and
Whereas the current California drop-out rate is 35% for African- American students and 26% for Latinos, contributing substantially to the nation’s 1.2 million students who vanish from public schools each year, and
Whereas many districts are adopting the University of California A-G requirements as the minimum standard for high school graduation, and
Whereas elimination of electives, vocational and technical training is cited as contributing to low attendance and dropout rates, and
Whereas years of resource reduction in education have resulted in larger class sizes, fewer materials, and decreased professional development for teachers, and
Whereas support classes for struggling students and summer, adult and night school have been eliminated in recent cost cutting in many districts, and
Whereas many of the above educational programs involve learning the essential skill of English language arts, and
Whereas providing an essential level of support for education is the foundation for any free society and in no way expendable in difficult economic times, especially in one of the top ten economies in the world,
Therefore let it be resolved that the California Association of Teachers of English (CATE) urge that legislators provide essential funding, ensuring that California achieves at least the national average in per pupil spending, allowing all California residents to master English language arts.
CATE 2010: Resolution 4 – Support for Writing
Whereas writing is seen by many teachers in core disciplines as the ultimate gauge of understanding concepts, and
Whereas larger class sizes and increased responsibilities give teachers less time for grading and one-on-one student response, and
Whereas according to the National Council of Teachers of English (NCTE), class size has a major impact on student achievement, behavior, and attention, and
Whereas without individually tailored instruction it is difficult for teachers to move students of various skill levels forward, and
Whereas without feedback on their writing student efforts to synthesize and make sense of what they have learned is slowed or impaired, and
Whereas when teachers lack the time to grade writing, they use less rigorous and complex measures of what a student can do, and less rigor means less education and lower level skills,
Therefore let it be resolved that the California Association of Teachers of English (CATE) demand that the California Department of Education direct school districts to restore class size reductions for K-12 English language arts courses,
And let it be further resolved that the California Association of Teachers of English (CATE) urge the California Department of Education to encourage school districts to provide teachers additional time to evaluate writing.