1) We should not be cutting back on public transportation. It's just ridiculous when so many people count on it especially to get to work.
2) The Times says you should vote no. That pretty much should be your tip-off to vote Yes. From The Slog:
Their reasoning? Metro should cut more costs before
asking for money, and Prop 1, which includes raising car-tab fees and
hiking the sales tax by 0.1 percent, is a regressive tax on the poor.
3) Again, from the Slog:
We admit it isn't perfect. But as our endorsement points out, we're in
this mess thanks to a conservative anti-tax crusade in the 1990s that
cut a progressive form of taxation based on the value of vehicles. Since
then, Metro has already made millions of dollars in cuts and
efficiencies. But we still need to help pay for it. And while we detest
regressive taxes—and endorsed the income tax on the wealthy (ahem)—cutting transit for the working-class and poor would be more regressive than anything in Prop 1.
4) I have queried the district on the ramifications to SPS high school students if this measure fails. I am still waiting for the answer.
I can say that there is evidence, throughout the country, that more and more high school students are choosing NOT to drive (I have one of them in my own home) and prefer to take public transit. This is actually a good thing but it won't continue if mass transit is diminished.
5) As I said at yesterday's Seattle Neighborhood event (put on by the City) during a discussion about the next Transportation director, we need to encourage the next generation to consider ALL types of transportation. That means sidewalks for walking (and waiting for a bus), buses, bikes, light rail and yes, even cars. But the more difficult public transportation is to access, the more kids will grow up not using it.
I also pointed out that our district has moved to a neighborhood enrollment system and more students than ever are likely to be walking or biking to schools and that we need that awareness as the City creates transportation policy/priorities.