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'Some NEA Resolutions Passed at the 2016 Convention in Washington, D.C.
A-2. Educational Opportunity for All. The National Education Association believes that all schools must be accredited under uniform standards established by the appropriate agencies in collaboration with the Association and its affiliates.
A-6. Parental Involvement. The Association strongly opposes so-called "trigger" laws.
A-15. Financial Support of Public Education. The Association believes that:
- Funds must be provided for programs to alleviate race, gender, and sexual orientation discrimination and to eliminate portrayal of race, gender, sexual orientation, and gender identification stereotypes in the public schools.
- Full-day, every day kindergarten programs should be fully funded.
- Federal, state, and, as appropriate, local governments should provide funds sufficient to make pre-kindergarten
available for all three- and four-year old children.
A-Hi. Federal Financial Support for Education. The Association opposes any federal legislation, laws, or regulations that provide funds, goods, or services to sectarian schools.
A-25. Voucher Plans and Tuition Tax Credits. The Association opposes voucher plans, tuition tax credits, or other such funding arrangements that pay for students to attend sectarian schools. The Association also believes that any private school or agency that receives public funding through voucher plans, tax credits, or other funding/financial arrangements must be subject to all accountability measures and regulations required of public schools. A-34. Federally or State-Mandated Choice/Parental Option Plans. The Association believes that federally or statemandated parental option or choice plans compromise free, equitable, universal, and quality public education for every student. The Association opposes such federally or state-mandated choice or parental option plans.
B-1. Early Childhood Education. The Association supports early childhood education programs in the public schools for children from birth through age eight. The Association also supports a high-quality program of transition from home and/or preschool to the public kindergarten or first grade. The Association also believes that early childhood education programs should include a full continuum of services for parents/guardians and children, including child-care, child development, developmentally appropriate and diversity- based curricula, special education, and appropriate bias-free screening devices. The Association believes that federal legislation should be enacted to assist in organizing the implementation of fully funded early childhood education programs offered through the public schools. These programs must be available to all children on an equal basis and should include mandatory kindergarten with compulsory attendance.
B-12. Diversity. The Association believes that a diverse society enriches all individuals. Similarities and differences among race, ethnicity, color, national origin, language, geographic location, religion, gender, sexual orientation, gender identity, age, physical ability, size, occupation, and marital, parental, or economic status form the fabric of a society.
B-13. Racial Diversity Within Student Populations. Strategies should be encouraged to enhance equity in the education of our students. The Association believes that to achieve or maintain racial diversity, it may be necessary for elementary/ secondary schools, colleges, and universities to take race into account in making decisions as to student admissions, assignments, and/or transfers. B-14. Racism, Sexism, Sexual Orientation, and Gender Identity Discrimination. Discrimination and stereotyping based on such factors as race, gender, sexual orientation, gender identity, disability, ethnicity, immigration status, occupation, and religion must be eliminated. Plans, activities, and programs must- • Increase respect, understanding, acceptance, and sensitivity toward individuals and groups in a diverse society composed of such groups as American Indians/Alaska Natives, Asians, Pacific Islanders, Blacks, Hispanics, women, gays, lesbians, bisexuals, transgender persons, and people with disabilities • Eliminate discrimination and stereotyping in curricula, textbooks, resource and instructional materials, activities, etc. • Foster the dissemination and use of nondiscriminatory and non-stereotypical language, resources, practices, and activities • Integrate an accurate portrayal of the roles and contributions of all groups throughout history across curricula, particularly groups that have been underrepresented historically • Eliminate subtle practices that favor the education of one student over another on the basis of race, gender, sexual orientation, gender identity, disability, ethnicity, or religion • Encourage all members of the educational community to examine assumptions and prejudices, including, but not limited to, racism, sexism, and homophobia, that might limit the opportunities and growth of students and education employees • Offer positive and diverse role models in our society, including the recruitment, hiring, and promotion of diverse education employees in our public schools • Coordinate with organizations and concerned agencies that promote the contributions, heritage, culture, history, and special health and care needs of diverse population groups. B-25. Education of Refugee and Undocumented Children and Children of Undocumented Immigrants. The Association supports access for undocumented students to financial aid and in-state tuition to state colleges and universities. The Association believes that students who have resided in the United States for at least five years at the time of high school graduation should be granted legal residency status, and allowed to apply for U.S. citizenship. B-30. Educational Programs in Support of Lesbian, Gay, Bisexual, Transgender, and Questioning Students. The Association supports appropriate and inclusive educational programs that address the unique needs and concerns of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. The Association also supports efforts and contributions by educators, parents/guardians, community leaders, organizations, and partners in the development of these programs. Specific programs should provide: • Acknowledgement of the significant contributions of diverse LGBTQ persons in American history and culture • Involvement of educators knowledgeable in LGBTQ issues in the development of educational materials that integrate factual information about the history, social movements, and current events ofLGBTQ people. B-32. Educational Programs for English Language Learners. The Association believes that ELLs should be placed in bilingual education programs to receive instruction in their native language from qualified teachers until such time as English proficiency is achieved.
B-41. Multicultural Education. The Association believes that multicultural education should promote the recognition of individual and group differences and similarities in order to reduce racism, homophobia, ethnic, and all other forms of prejudice and discrimination, and to develop self-esteem.
B-42. Global Education. The Association believes that global education imparts information and an appreciation of our interdependency in sharing the world's resources.
B-48. Physical Education. The Association believes that physical education programs and curricula should provide staff training on policies and procedures that address issues of sexual orientation, gender identity, and gender expression.
B-51. Environmental Education. The Association supports educational programs that promote - • An awareness of the effects of past, present, and future population growth patterns on world civilization, human survival, and the environment • Solutions to environmental problems such as nonrenewable resource depletion, pollution, climate change, ozone depletion, and acid precipitation, and deposition • The understanding of the value of the world's ecosystems and of sustainable practices • Student preparation for careers in the greenjobs sector. B-53. Sex Education. The Association believes that the developing child's sexuality is continually and inevitably influenced by daily contacts, including experiences in the school environment. The Association recognizes that sensitive sex education can be a positive force in promoting physical, mental, emotional, and social health and that the public school must assume an increasingly important role in providing the instruction. Teachers and health professionals must be qualified to teach in this area and must be legally protected from censorship and lawsuits. The Association urges that formal sex education should include parent/guardian orientation and be planned and implemented with careful attention to developmental needs, appropriateness to community settings and values, and respect for individual differences.
The Association also believes that to facilitate the realization of human potential, it is the right of every individual to live in an environment of freely available information and knowledge about sexuality and encourages affiliates and members to support appropriately established sex education programs. Such programs should include information on -
- Sexual abstinence, birth control, family planning, prenatal care, parenting skills, the effects of substance abuse during
pregnancy, and the issues associated with pre-teen and teenage pregnancy
- Diversity of culture and diversity of sexual orientation and gender identity;
- Sexually transmitted diseases including HIV and HPV, incest, sexual abuse, sexual harassment, and homophobia
- Age-appropriate, medically accurate information including lesbian, gay, bisexual, transgender, and questioning
(LGBTQ) issues. This should include but not be limited to information on sexuality, sexual orientation, and gender expression
- Sexual violence and affirmative consent, being defined as sexual activity deemed consensual if both parties clearly declare their willingness to participate through a voluntary, conscious, and affirmative agreement.
B-54. HIV/AIDS Education. The Association believes that educational institutions should establish comprehensive human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) education programs as an integral part of the school curriculum. B-61. Education on Peace and International Understanding. The Association believes that educational strategies for teaching peace and justice issues should include the role of individuals, social movements, international, and nongovernmental organizations. Curricular materials should cover major contributing factors to conflict, such as economic disparity, demographic variables, unequal political power and resource distribution, and the indebtedness of the developing world.
B-66. Social and Emotional Learning. The Association believes that students must learn the social emotional skills of self-awareness, self management, social awareness, decision-making, and relationship management. The development of these competencies is necessary in the
