“Frozen Assets,” published by the Education Sector, identifies eight contract provisions it says collectively cost districts billions of dollars that could be used more effectively.

“‘Frozen Assets’ is on thin ice for its sweeping—and often inaccurate—assertion that many contract provisions are a waste of education funds,” AFT executive vice president Antonia Cortese says. “This report flunks both Economics and Research 101, based on a number of misleading generalizations and erroneous information it contains.”

She cites the example of teacher retirement packages, which the report says are a common contract provision, when in fact they are governed by state law.

Some of the provisions the report challenges—reducing class sizes, paying teachers more for experience and advanced degrees, and professional development days—are supported by solid research, especially on improving the achievement of low-income students.

“Collective bargaining agreements are collaborations between teachers unions and school district officials. There is an ample body of solid evidence documenting the positive impact many of these contract provisions have on education,” Cortese says. “Schools can only be improved if educators, district officials and politicians work together to develop real solutions instead of making unions scapegoats for every problem.” The report is available at www.educationsec
tor.org/usr_doc/FrozenAssets.pdf.

It is linked to a myriad of out-of-school factors that include parental involvement, health and well-being, and exposure to cultural activities.

In an effort to address the issues that impede student performance in general, and overcome the achievement gap between black, Hispanic and white students in particular, Norwalk, Conn., city leaders have banded together in a powerful coalition: Norwalk ACTS for Children.

“The common theme is that everyone is a stakeholder in the success of Norwalk public school students,” says Norwalk Federation of Teachers president Bruce Mellion, one of Norwalk ACTS six core team members. The coalition’s agenda ranges from expanding early childhood education opportunities to a citywide transportation plan that will enable students to easily access after-school programs.

Community mapping—identifying all the agencies that have anything to do with education and children’s services—also is among the group’s priorities.

The coalition is all about mobilizing a citywide response by coordinating community groups and services, and about paying attention to what needs to be done to make sure children become effective learners, says David Levinson, president of Norwalk Community College and co-chair of Norwalk ACTS. Norwalk ACTS has more than 40 affiliated groups that range from the Norwalk Hospital, and the Norwalk Housing Authority, to the Norwalk Coalition for Urban Youth Initiatives and the Greater Norwalk Chamber of Commerce.

About to retire and contemplating a move to Florida and a stint of volunteer work with Habitat for Humanity, Samas decided last fall to give away her materials and science stations geared for third- to fifth-graders.

“I wanted somebody to be excited about my stuff,” she says—the rock collections, the Wedgits and Fridgits, the puzzles, the motor-building kit, the books on birds, fish and insects. “You hand-pick them yourself and get them as Mother’s Day gifts from your family” through the years.

Samas hoped to find a school in Louisiana that would want her classroom materials, most of which are centered on science, math and social studies. When an AFT volunteer came to her school, Samas realized she could turn to her friends in the union to help find a good home for her possessions.

A few e-mails later, Samas had lined up a recipient: Lincoln Elementary School in Marrero, La., an industrial enclave along the Mississippi River in Jefferson Parish, La. The school was hit hard by Hurricanes Katrina and Rita.

From Louisiana, teacher Colleen Woodman sent an e-mail back to Samas in Michigan. Although Lincoln Elementary had received many donations right after the hurricanes, they had pretty much dried up and “we’re still in critical need,” Woodman says. “All our science materials were destroyed, and FEMA made us throw everything away.”

So Samas shipped down 14 boxes of games, activity stations and manipulatives. Then she packed a big, black van with more than 2,000 books. On Dec. 26, four days after her retirement, Samas hit the road. At Lincoln Elementary, Woodman was out for the holidays, so principal Janine Holmes welcomed Samas with a smile, a hug and a hand truck.

Woodman later divided the materials among various classrooms and grade levels, and she already is using the model solar system, the maps and the “Dear America” book series about the pioneers.

“The great thing about this is it’s actually materials and manipulatives we can use in the classroom,” Woodman says. “The lessons come alive, and the students were very grateful when we could pull down the map and trace the journey” that the supplies made “from their school to our school.”