Q&A; : Bergeson Answers the Issues Facing Education : Interview: The state senator, Gov. Wilson’s pick for state superintendent, tells her views on funding and vouchers, prayer and abortion counseling in schools and what should be taught about homosexuality.

Question: You supported Gov. Pete Wilson’s attempt last year to cut school funding by 1%. Some Democrats now fear you won’t be as strong an advocate for school funding as they would like. Will you support any cut in the per-pupil spending levels from the 1992-93 school year?

Answer: The governor has placed a very high priority on maintaining that per-pupil spending. And I certainly am intending in every way possible to see that is going to be honored.

Q: You advocate continuation of the half-cent sales tax. But as a legislator you opposed continuing that tax.

A: You take on a different role when you’re superintendent. When I looked upon it as a senator, you’re looking at a lot of things, and you need to look at the complexity of developing a budget. As superintendent, I would be an independent advocate for kids, and in that regard I would advocate the continuation--at least until such time as the economy picks up--of that tax, with a proviso that 60% of that would go to education. The other 40% probably would go to local government.

Q: You oppose the voucher initiative, which would allow families to spend public money for private school tuition. But you once proposed a modified version, which would have allowed low-income students in low-achieving schools to attend other public schools or use vouchers at non-religious private schools. Would you still like to see that implemented?

A: The bill I introduced was aimed at giving low-income kids the same opportunities that middle-class and wealthy kids had by opting out if they were in schools that were not performing. I believe in choice and competition among schools. I proposed that at a time when there simply weren’t any options for kids in these schools. But now charter schools have come along, and magnet schools, and they fit a lot of the bill. So I don’t see any need for a program like the one I proposed.

Q: Why are you against the voucher initiative that is being proposed for the 1994 ballot?

A: It would pull money out of the public school system that we don’t have. It would devastate public schools.

Q: Last year, Wilson proposed allowing into kindergarten only those children who turned 5 by Sept. 1. Would you support that proposal if it were resurrected in this spring’s budget battle?

A: I wouldn’t be opposed to some modified effort, but only if that is what a community wants. It makes some sense, because by holding those kids back who have birthdays late in the year, researchers have found that the success patterns were far greater because they gained maturity and confidence.

Q: You have said you are opposed to prayer in public schools, but that you favor students observing a moment of silence.

A: I think it should be allowed if it’s the wish of the local district. It would not be a denominational thing or anything that would be construed as advocating a religious belief or principle. It would be a moment of reflection.

Q: As a devout Mormon and a believer in creationism, do you think the theory of creation should be taught alongside evolution in science classes? Is there another place in the curriculum for it?

A: Separation of church and state is something I strongly adhere to. Creationism and the teaching about religion belong in the social science and history framework. The scientific theory of evolution belongs in the science curriculum.

Q: Given your personal opposition to abortion, would you advocate any restrictions on what counselors at school-based clinics might discuss with pregnant teens who seek information?

A: A superintendent has nothing to do with those local provisions, and I support that. I think the local districts should set up their programs. What they want, and what the community wants, they should be able to establish.

Q: You have opposed efforts to ban discrimination against homosexuals and lesbians. Given that viewpoint, what kind of job protection, if any, do you believe homosexual and lesbian teachers deserve?

A: A bill of mine sets up a process for granting damages, through an administrative process, to those that have been victims of sexual harassment or discrimination. That’s an avenue that would be available (to homosexual teachers) through my legislation. I think I’ve made it clear that I in no way condone discrimination of any kind.

Q: Do you believe students should be taught about homosexuality in the public schools?

A I support the framework as it is, and it does provide for discussion of homosexuality. I think you teach about it. I think it should be grade-appropriate, age-appropriate.

Q: You’ve said you favor creating more diversity among the ranks of California’s teachers. How would you propose to achieve that goal?

A: Teachers eventually reflect the diversity because students become teachers and we’re obviously going to draw from the population. As we see our state demographics changing, we’re going to see more of a reflection of those. If we’re not, then I think there’s something wrong, and we have to look at the system to determine if there is a flaw either in our recruitment or in providing the opportunities that give students access in any field, whether it’s teaching, medicine, dentistry, plumbing, electrical work, whatever.

Q: Are you willing to let that generational change happen on its own? What about strong recruitment of minority teachers and affirmative-action hiring?

A: We have that now. But we need to do a lot more to recruit all teachers. We need good teachers of all backgrounds to effectively relate to kids and that’s very much a part of the efforts--at least the guidelines--that have been provided. Now whether those are always followed, then that’s where the concern is.

Q: You have said we need to work harder at rewarding teacher excellence instead of mediocrity. How would you propose to do that?

A: We should look at the qualifications of a teacher rather the units that are taken. You can take all the units in the world and still not be prepared to teach in the classroom. We should assess the ability of the teacher, not only with the subject matter but with pedagogical skills. I also don’t think we’ve done enough to provide career opportunities for teachers. I support districts setting up programs to provide incentives for teachers who take on more responsibility, who really develop expertise.

Q: You have said that uniform salary schedules play a part in rewarding teacher mediocrity. What do you mean?

A: Because you’re saying that it doesn’t matter what you do, it isn’t going to make any difference. There needs to be some incentive for productivity. I think the entire system needs more attention to performance standards, whether it’s curriculum standards or professional standards.

Q: You have suggested that bilingual education students transition out of native-language instruction much sooner than they have been.

A: There has to be some system of evaluating where that student is and when is best for them to be mainstreamed. Where the transition in the past in many cases has taken six years, which is traditional, I think we need to look at what we can do within a two-year framework. Then we can make a determination if there is an unusual reason why a child should stay in. We need to put more of an emphasis on readily adapting to English skills.

Q: Anything you want to say in closing?

A: I envision the state Department of Education taking on a very dramatic role in becoming much more of a service system rather than one for compliance. Right now the state department is more concerned about monitoring the process than about the outcome or the results. It can help cross-fertilize ideas, help good programs get emulated. I believe so strongly in local control, but sometimes you need a little assistance, kind of a “show me how” type of thing.

This is probably the greatest opportunity anyone could ever have to make a difference. When you have a crisis, that’s the time when you can really move things, because we know we need to do it differently. Even with insufficient funds, I think we can still manage to do things better. We have to make our dollars work smarter.