Measure 58

Argument in Favor

VOTE YES ON MEASURE #58

A YES vote for Measure 58 is a vote for improving the education of our immigrant children. It allows up to two years of specialized intensive English instruction, giving English Language Learners grade level skills in literacy and school subjects, and the ability to do regular classroom work in English.

It is a vote for integration and equity.

Immigrants have come to America for generations and successfully learned English in our public schools. Mastering English is not only essential for personal success in education, work and civic life, but the language unites us as a country.

Current programs using bilingual, ELD, ESL or ELL models in Oregon are failing our non-English speaking students. Last year the Oregon Department of Education reported that only 22 of the 129 school districts met minimum standards - an almost 80% failure rate. That is a disaster for the students.

Limited-English proficiency (LEP) students in Oregon are funded at one and one half times the amount for regular students. Financial support is not the problem, but the LEP programs that are failing our children are. From 2005-07, among 8th graders learning English, only 15% passed the writing test and only 36% passed math - this is unacceptable.

The first priority for our LEP students is mastery of English as quickly as possible.

A YES vote for Measure 58 benefits all children.

Paid for by Oregonians for Immigration Reform PAC

(This information furnished by Jim Ludwick, Oregonians For Immigration Reform.)


Argument in Favor

Current law lets English students to progress at their own rate. No! Wrong! Measure 58 will require children to learn faster—by force of law. This measure will outlaw slow English learning! Cool!

In fact, laws requiring Latinos to learn faster could also legislate geniuses! Isn't it amazing what a Sizemore measure can do? Vote for faster English learning—and legalize geniuses! It's that simple! Sizemore simple!

My friends, Mexicans should be taught in English because it's our native tongue. But American colleges in Mexico City teach in English! By logical extension, that is wrong! Students should learn in the national language. Stop teaching military personnel in Germany in English. Keep the German in Germany! Students learn better in languages they can't easily understand!

The speed at which children learn is best established by initiative and referendum! The key is to legislate lesson plans by popular vote: The more lesson plans you vote on, the faster children learn. It's so simple! So how many hundred Sizemore lesson initiatives do you want to vote on in any one election?

Don't leave teaching to teachers! To make English students progress, all you have to do is vote for Sizemore measures. Bill Sizemore knows better than teaching professionals how to mandate student advancement by initiative petition. The religious right demands democratic dogma, and Sizemore legislates accelerated Latino language learning.

Additionally, this measure establishes the precedent for popular vote on all professional planning. How will your doctor treat your infection? Not by professional knowledge! No! Let the voters decide! Yeah!

Teachers should not be left alone to teach, and doctors should be regulated by the whims of popular elections! Professional practices should be set by the lowest common denominator of public prejudice at the ballot box. This is democracy! We want democratic lesson plans and democratic medical procedures! Sizemoron medicine! Let's vote!

VOTE FOR INCOMPREHENSIBLE INSTRUCTION

AND VOLUMINOUS VOTING!

Donations: Traditional Prejudices Coalition, Box 1851, Portland 97207.

(This information furnished by M. Dennis Moore, Traditional Prejudices Coalition.)


Argument in Favor

VOTE YES ON 58

The Marion County Republican Executive Committee supports a "Yes" vote on Measure 58.

More and more money is going into our classrooms, but results are not improving.

Bilingual education is a major part of the problem. Bilingual or English as a Second Language (ESL) is a set of programs where the majority of those students are primarily there to learn in their native language and not English, as we should expect. Students need to master English to excel.

What you are not told is that these ESL students receive 50% additional funding per student than the rest of the student population, over $170 million per year. (ORS 327.013(7) (a) (B) School fund distribution computation)

We believe that, rather than promoting student achievement, ESL has become an incentive to fail. Why? The longer these students are classified ESL, the longer the districts receive the additional 50% funding. Instead of promoting English proficiency, as No Child Left Behind (NCLB) law requires, taxpayers pay greater and greater sums for ESL students for many years longer than needed.

Measure #58 is not a one-size-fits-all approach. It sets a reasonable limit to the time taxpayers are required to pay this additional 50% (depending on the student's age).

Measure #58 won't cost taxpayers any additional money. The claim that the costs to taxpayers will increase is nonsense.

Measure #58 is not "Sink" or "Swim." ESL students will still receive special assistance.

Measure #58 will stimulate urgency, as required by Federal Law.

Measure #58 will provide an opportunity for ESL students to successfully learn English within two years.

Do not be misled into believing we can continue to expect different results while doing the same things. Bilingual education has not proven to be a recipe for success.

English proficiency assures equal opportunity for all students.

All of our students deserve a chance at the American Dream!

- Paid for by the Marion County Republican
Executive Committee

(This information furnished by Richard Hickey, Marion County Republican Executive Committee.)


Argument in Favor

Schools Are Rewarded for Not Teaching
Immigrant Students English

One would think that schools would want immigrant students to learn English as quickly as possible. This is not necessarily so.

Under current policies, non-English speaking students are often sidelined in "English as a Second Language" (ESL) classes for many years, sometimes for their entire academic life.

This policy can cause kids irreparable damage. Young students are robbed of adequate English instruction at a time in life when they can most easily learn and master a new language.

Why would schools perpetuate a policy that is so contrary to common sense? Why sideline kids at an age when they could quickly learn the English language and be taught in English along with all the other students? The answer is: Money.

Schools are paid a lot of extra money for keeping kids sidelined in ESL classes.

Schools receive 50% more for each student enrolled in an ESL program. Plainly stated: Schools lose money, if they quickly teach immigrant students English. They literally are punished if they do what is best for the kids.

And here's something that might surprise you about all this extra money: It does not have to be used to insure that non-English speaking students are learning English. Schools are free to use the extra money for anything they want. This process wastes taxpayer dollars fails to help children.

With tens of millions of dollars being handed out to schools across Oregon each year, based on how many kids they keep sidelined in ESL classes, is it any wonder that so many kids in public schools are not reading and writing in English?

Measure 58 requires that non-English speaking students be immersed in English right away and then be taught in English. Education "theories" postulated to justify current ESL programs are highly suspect, given the huge financial incentive behind them.

FreedomWorks urges a "Yes" on 58

(This information furnished by Russ Walker, FreedomWorks.)


Argument in Favor

Current ESL Policies Are a Dismal Failure

There are children all across Oregon who have spent years in our public schools and yet do not speak, read, or write in English. Many children are victims of widespread, but nonsensical educational theories.

Let's ignore for the moment the fact that under current policies schools are financially motivated to ensure that immigrant students do not quickly become proficient in English. Let's think about the so-called "logic" behind current policies.

One theory currently in vogue is that immigrant students learn English better, if they first become more proficient in their native language. Therefore, instead of immersing immigrant students in English, so they will learn English and can be taught in English, Oregon schools begin teaching them their native language.

Here they are, newly arrived in the United States and we're spending tax dollars and precious education resources teaching them the language of the country they just left.

What sense does it make to spend a year or two teaching a young impressionable child their native Spanish, Russian, or Vietnamese language, when during that same period of time the child could have been taught English? After all, it is without controversy that young minds pick up a new language far faster than an older mind and the sooner a child is immersed in English the better.

Measure 58 requires that non-English speaking students be immersed in English for one to two years, depending on the grade level of the student, and after that be taught exclusively in English.

If after the initial period a student is not capable of being taught in English, the student would be taught English and only English until they are capable of being taught other subjects in English.

Current policies are a dismal failure. Lots of kids are being hurt. English Immersion approach is the logical, common sense remedy we need and deserves our enthusiastic support.

FreedomWorks urges a "Yes" on 58

(This information furnished by Russ Walker, FreedomWorks.)


Argument in Favor

Immersion Works!

This is America. We speak English here. That's not a racist thing. It's not an arrogant thing. It's a fact of life. English is the language of opportunity in this country. It opens doors to better jobs and makes possible a better future for those who speak it.

Language is assimilated more effectively through immersion. In fact, American foreign exchange students routinely return to the U.S. fluent in the language of the country in which they stayed even though they lived there for less than a year. When asked how they accomplished such an amazing feat, most say something like, "I had to learn it to survive!"

Why, then, do English as a Second Language (ESL) programs pull non-English speaking students out of core academic classes in order to teach them in their native language, when they would be better served by remaining in regular classrooms where they can interact with English speaking students and teachers?

Participation in ESL programs can actually delay language acquisition, and it costs American tax payers hundreds of millions of dollars each year to maintain this ineffective system of instruction.

Measure 58 restructures the process so that students are required to transition from ESL classes back into the mainstream more quickly. (Allowances are made to accommodate students of different ages in recognition of the fact that younger children generally assimilate language faster than older ones.)

Furthermore, limiting ESL instruction saves money! Schools receive 50% more funding for each student enrolled in an ESL program. That translates into more than 2600 additional tax dollars spent per student, per year! This extra money goes into a district's general fund and can be used for virtually anything, which explains why budget-conscious administrators like these programs.

Thousands of children are trapped in ESL courses across the state. Do the math and then do what is best for these kids AND Oregon taxpayers by voting "Yes" on 58.

(This information furnished by Tim Rohrer, Oregon Tax Payers United.)


Argument in Favor

Burying You in Voters' Pamphlet Arguments

The other side obviously has tons of money to spend. Not only are they spending millions of dollars on television and radio ads, they also are trying to bury you in voters pamphlet arguments.

Opponents of this measure have called in lots of political favors and submitted dozens of voters' pamphlet arguments in all kind of names.

Their arguments say pretty much the same thing over and over. They just have different people saying the same thing repeatedly. Their strategy is to impress you with how many people or groups agree with their side.

I hope you will think about their strategy. Instead of being impressed with the volume of words and paper they are throwing at you, consider the strong, reasoned arguments we have put forward. Please do not be impressed with their multitude of words or their emotional pleas.

Even if we had as much money as our opponents, we would not spend it buying more voters' pamphlet arguments than a reasonable person would read.

You might want to consider this simple fact: Every argument in the voters' pamphlet cost the state several thousand dollars more to print and distribute than the ones making the arguments actually pay to have their statement included. Taxpayers are hugely subsidizing every argument printed in this pamphlet, including this one.

We have made our case concisely and we hope you find it persuasive. And please take note that we did not need to buy 30 to 50 pages in the voters' pamphlet to do so.

(This information furnished by Tim Rohrer, Oregon Tax Payers United.)