Paul Broun on Education
Broun: As witnessed firsthand from the English Monarchy, our Founding Fathers recognized the danger of one person holding too much power, and so they established 3 different branches of government and a system of checks and balances to protect our nation from any potential abuse of power. This system was devised to prevent corruption within the government and to ensure our individual liberties and freedoms would not be lost.
Broun, nicknamed "Dr. No" for his constant ideological votes against House leadership, conceded to MSNBC that, "certainly all our Republicans are conservative to one degree or another."
Democrats are hoping Broun will stay competitive enough to push everyone to the right, but his candidacy could also have a freeing effect: if his rivals assume that Broun has a lock on the most conservative primary voters, they might turn their attention to winning moderate Republicans, many of whom are concentrated in the Atlanta suburbs.
A campaign asking voters to write-in Darwin's name in the 10th Congressional District, which includes half of Athens-Clarke County, began after Broun, speaking at a sportsmen's banquet at a Hartwell church, called evolution and other areas of science "lies straight from the pit of hell." A University of Georgia plant biologist started a "Darwin for Congress" Facebook page in the wake of Broun's remarks.
In addition to the write-in votes cast for Darwin in the 10th Congressional District race, a handful of votes for the long-dead British scientist were cast in other races on Athens-Clarke County ballots. Votes for Darwin were tallied in both statewide Public Service Commission races, and for all of the state legislative offices on the ballot, including uncontested seats.
Proponent's Argument for voting Yes:
[Rep. Bishop, R-UT]: In 1996, Congress insisted upon a charter school program in DC. You will hear from both sides of the aisle recognition of the great value that that program has, and justifiably so. There is a waiting list in DC for those charter schools. This bill increases the percentage of funding going to charter schools in the District. In 2003, an Opportunity Scholarship was instituted, at the insistence of Congress. Again, there was a waiting list of people wanting the opportunity; disadvantaged kids who wanted the opportunity that this scholarship afforded them. There were 216 kids at the time scheduled to enter the program who were not allowed; the bill remedies that.
Opponent's Argument for voting No:
[Rep. Hastings, D-FL]: In the last 41 years voters have rejected private school vouchers every time they have been proposed. In 1981, 89% of the people in a referendum in DC voted against vouchers. So how dare we come here to tell these people that we are going to thrust upon them something they don't want without a single public official in this community being consulted. Congress' oversight of the District is not an excuse for political pandering to the Republicans' special interest of the day du jour.
Proponent's argument to vote Yes: Rep. BETSY MARKEY (D, CO-4): This legislation will improve the learning environment for our children, reduce energy costs and create new jobs across the country. Green schools not only save school districts money but also teach the importance of sustainable living to children at a young age.
Opponent's argument to vote No: Rep. GLENN THOMPSON (R, PA-5): We all know our Nation is drowning in a sea of red ink. The bill we're debating today would add an estimated $40 billion in new spending. And despite the majority's hollow promises of fiscal responsibility, there's nothing in the legislation to offset this hefty price tag with spending reductions elsewhere. This is just more of the same borrow and spend, spend and borrow policy that we've seen under this majority and this administration.
Proponents support voting YES because:
Rep. OBEY: This bill, more than any other, determines how willing we are to make the investment necessary to assure the future strength of this country and its working families. The President has chosen to cut the investments in this bill by more than $7.5 billion in real terms. This bill rejects most of those cuts.
Opponents recommend voting NO because:
Rep. LEWIS: This bill reflects a fundamental difference in opinion on the level of funding necessary to support the Federal Government's role in education, health and workforce programs. The bill is $10.2 billion over the President's budget request. While many of these programs are popular on both sides of the aisle, this bill contains what can rightly be considered lower priority & duplicative programs. For example, this legislation continues three different programs that deal with violence prevention. An omnibus bill is absolutely the wrong and fiscally reckless approach to completing this year's work. It would negate any semblance of fiscal discipline demonstrated by this body in recent years.
Veto message from President Bush:
This bill spends too much. It exceeds [by $10.2 billion] the reasonable and responsible levels for discretionary spending that I proposed to balance the budget by 2012. This bill continues to fund 56 programs that I proposed to terminate because they are duplicative, narrowly focused, or not producing results. This bill does not sufficiently fund programs that are delivering positive outcomes. This bill has too many earmarks--more than 2,200 earmarks totaling nearly $1 billion. I urge the Congress to send me a fiscally responsible bill that sets priorities.
Congressional summary:: Strongly denouncing the President's coercion of States into adopting the Common Core State Standards by conferring preferences in Federal grants:
Opponent's argument against (CoreStandards.org): The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. 45 states have adopted the Common Core State Standards [not adopted in TX, NE, AK, MN, and VA]. The nation's governors and education commissioners, through their representative organizations the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) led the development of the Common Core State Standards and continue to lead the initiative. Teachers, parents, school administrators and experts from across the country together with state leaders provided input into the development of the standards.
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