[Congressional Record (Bound Edition), Volume 155 (2009), Part 5]
[Extensions of Remarks]
[Page 6655]
[From the U.S. Government Publishing Office, www.gpo.gov]




THE INCREASED STUDENT ACHIEVEMENT THROUGH INCREASED STUDENT SUPPORT ACT

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                         HON. LINDA T. SANCHEZ

                             of california

                    in the house of representatives

                         Friday, March 6, 2009

  Ms. LINDA T. SANCHEZ of California. Madam Speaker, I rise in strong 
support of the Increased Student Achievement Through Increased Student 
Support Act.
  With the No Child Left Behind Act dramatically increasing the 
pressure on teachers and administrators to improve test scores, too 
often we forget that students' academic success is also dependent on a 
number of other factors. For example, as students transition into 
adulthood, they experience social, emotional and behavioral needs that 
if unmet, impede academic success.
  These diverse needs often cannot be met by already over-burdened 
teachers. Students need school counselors, school social workers and 
school psychologists. Yet, in low income neighborhoods, students lack 
these essential resources. Nationwide, the average student to counselor 
ratio is 475 to 1, nearly double the suggested 250 to 1 ratio. In 
California, the ratio is a dismal 920 to 1, the worst in the nation.
  To help improve student performance and increase graduation rates, 
this bill would authorize funding to form partnerships between under-
served school districts and higher education institutions that train 
school counselors, school social workers, and school psychologists. By 
increasing school support staff, we can address children's out-of-the-
classroom needs so that when they're in the classroom, they can be 
safe, engaged, and achieving their full potential. The students of low-
income neighborhoods deserve the same opportunities as others for a 
productive learning environment.
  Today's children are the economic engine of our future. We must make 
certain all children have the opportunity to develop academically and 
socially, and all schools have the resources to achieve this goal. 
Academic success does not come when children are hungry, bullied, 
traumatized, or depressed. We need more personnel to help address and 
alleviate these issues so that all children, no matter what their 
economic situation is, can focus on math, reading, and science. This is 
why I urge my colleagues to invest in our children and our future by 
supporting the Increased Student Achievement Through Increased Student 
Support Act.

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