LETTERS

In Kentucky, we're dealing with many of the same pressures voiced by educators in "Decision Time" (cover story, October): unfunded mandates, more paperwork, increased pressure to raise test scores. I became a teacher because I wanted to look into a kid's eyes and see the lights go on. With all the mandates being heaped on us, we have less time to make that kind of connection.

The only way to turn the situation around is to find where your ideas will have the most leverage, and then speak up and get involved.

In my state, we're fighting drastic increases in health insurance costs. I work with folks who can't afford the cost of their health insurance premiums, so they go without. Others find the expense of family coverage eats up their whole paycheck.

Just this year, I've testified to the state legislature and done radio spots, and thousands of Kentucky educators attended rallies on September 27 to protest health insurance cuts. But you don't have to stand on a street corner and shout to make a difference. The power rests in all those people who make phone calls and send e-mails to their legislators with their personal message. One voice can make a difference: persistence and exercising our rights really does bring about change.

LYNN BATES

Grayson, Kentucky

I was disappointed by the partisanship displayed in the October issue. The NEA is supposed to represent all its teachers, without regard for race, background, orientation, or any religious or ideological affiliation. Why does NEA feel called upon to attempt to sway or even prescribe the voice of its members? Do not assume that all teachers will appreciate such officiousness. Totally aside from my own political leanings, I can definitely say that I do not.

JORDANA LONG

Gloucester, Virginia

I read with interest your interview with John Kerry in the September issue. I am a conservative Republican and a staunch union supporter. Mr. Kerry did not address the real reason there is a teacher shortage: poor salaries and benefits! The one question you should ask all of your candidates is: "what have you done for the classroom teacher?"

If they really wanted to improve public education, they would take the $100 billion spent on the U.S. Department of Education and send it to the states, where it could be used for only four things: salaries and benefits, instructional materials, maintenance and repair of existing buildings, and new school construction. We need to put the money into the classroom, not pay for more bureaucrats.

ANDREW KENT JAUSSI

Denver, Colorado

THOSE EXTRA HOURS ARE WORTH SOMETHING

While I appreciated Jack Costello's comments ("A Teacher's Worth," October), I also believe part of the problem is that so many of us are willing to work the kinds of hours Jack describes without compensation. Yes, we all take work home just to stay afloat. But working "70-plus-hours a week" and "sneaking" into the classroom during vacations ultimately undermines our guest for fair compensation. Why would any employer pay more for what we're clearly willing to do for free? To achieve fair pay, we need to say "No" a little more often.

MAEGEN BLUE

Puyallup, Washington

SEAT BELTS ON BUSES

I have to side with Frank Hyden's argument against requiring that students wear seat belts on school buses (Debate, October). I have driven some buses and I know that there isn't any way for a driver to see if a student is buckled up without leaving his or her seat to check. The only way that seat belts would be successful on a school bus would be to have an aide on every bus to guarantee that every student is buckled in. Maybe instead of wasting more money on No Child Left Behind, the federal government should consider No Bus Without An Aide.

DAVE ARNOLD

Brownstown, Illinois

As educators, we know that the most-received message is a consistent one. My two grandchildren have always been in car seats and seat belts. My four-year-old grandson won't even let me put the keys into the ignition until his belt is on. Think of the mixed messages we send when we take these children and put them on buses without belts when they turn five. There is no excuse for not having children in seat belts in private vehicles, and there is no good excuse for not providing them in school buses.

JOE SYNK

Chandler, Arizona

PENALIZING RETIREMENT

Once or twice a year you have an encouraging article (Spotlight, October) about a bill in Congress to repeal the Windfall Elimination Provision (WEP). It only gives us false hope.

I spoke with my Congressman, who told me the bill will likely never get out of committee. He said the WEP was there before he got to Congress, disclaiming any responsibility for it.

Nothing will happen unless we make a bigger noise. Let Congress know that you'll do a big headline about this bill and will print a list of which members of Congress allowed the government to keep taking away our money.

THOMAS DRISCOLL

Keene, New Hampshire

In the October issue, you wrote about John Duncan, who is subject to the Windfall Elimination Provision. But he-and perhaps other educators-may avoid the penalty if they were eligible to retire from Social Security and from their employer-provided retirement plan as of 1985, even if they did not actually retire at that time. I am a retired educator and found that not even my Social Security intake workers were aware of this "grandfather" clause that allows some people relief from the WEP penalties.