This is a life’s work,” says Jay Kenton, the Oregon University System’s vice chancellor for finance and administration. “I’ve been working to change this for 30 years.”Flexibility for higher ed.
“This” is not Oregonians’ understanding of the importance of a national-class higher education system, why some states regard their universities as economic engines, why it’s a problem to be among the lowest higher-ed-funding states in the country. Changing that could be more than a life’s work; it could take at least until Oregon State wins a Rose Bowl.
Kenton’s goal, expressed in a proposal from the State Board of Higher Education earlier this month, is to loosen the Legislature’s control over the state universities’ budgets, control that has not lightened an ounce while the state’s fiscal contribution has become almost weightless.
On national standards, the Gates Foundation gets what it pays for
This week, State House News broke a story on the “cozy relationship” between Health Care for All and the Patrick Administration. HCFA is an effective organization, but when an HCFA official writes to the state’s Insurance Commissioner: “If you expect to do anything ‘newsworthy’ [on insurance premium caps], can we be helpful with our blog or media at all?” well, then you have to take their positions with a brimming cup of salt.
Surrogate relationships are very much a fact of life in a state where one party is dominant, like Massachusetts. Next up to bat in this age-old game, Education Commissioner Mitch Chester and Secretary Paul Reville. In anticipation of the important debate over whether to adopt weaker K-12 national standards, they have to all appearances lined up their surrogates.
Via two trade organizations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO), the Obama Administration and the Gates Foundation have decided to get all states to “voluntarily” adopt national standards. They are working closely with longtime national standards advocates, such as Achieve, Inc., and are funded with tens of millions of dollars from the Gates Foundation. As Tom Loveless of the Brookings Institution notes in an article by Nick Anderson of the Washington Post:
School’s Out for Summer but Education Reform Talk is In
School may be out for the summer, but the topic of education reform has certainly not gone on vacation. Both nationwide and right here at home there are several different ideas on the table that, if implemented, could go a long way tdsoward improving educational outcomes for our students.
Under the guidance of Governor Tommy Thompson, Wisconsin was once a nationwide leader in educational innovation. Unfortunately, bold, reform-minded leadership has been absent from the Governor’s office for the last eight years. The most recent failures of Governor Jim Doyle and legislative Democrats were their unsuccessful efforts to grab federal Race to the Top dollars and their blundering attempt at a mayoral takeover of the Milwaukee Public Schools.
Usually we look to our nation’s capital for examples of how not to do business, but the new collective bargaining agreement Washington D.C. School Chancellor Michelle Rhee struck with her teachers’ union is just the sort of thing we need here in Milwaukee. The contract includes teacher pay for performance, lessens the weight of seniority if layoffs become necessary and ends “job for life” tenure for ineffective teachers.
Another reform MPS sorely needs is the elimination of the teacher residency requirement, a completely arbitrary barrier that discourages quality educators from teaching at MPS. Only two of the nation’s fifty largest school systems, Milwaukee and Chicago, still require its teachers to live within the city limits. No other school district in Wisconsin has a residency requirement.
As always, there will be some who maintain the cure for all that ails K-12 public education is just to keep throwing more money at it. There are some holes in that logic. First, one need look no further than MPS for an example of high spending and low results. Second, aid to public schools is already the biggest chunk of the state budget by far and spending per pupil is over $11,000. Even if simply putting a lot more money into the system were the answer, the state doesn’t have it and taxpayers are already stretched to the limit.
Clusty search: Alberta Darling.
Arne Duncan’s $800 million fight
he total federal budget for 2010 came in at just a hair under $3.6 trillion. In some weird sort of perspective that means $800 million equals less than three hundredths of one percent (.00022 percent) of the total amount. So why is Education Secretary Arne Duncan fighting so hard to keep it?
According to media reports, the $800 million comes out of his “Race to the Top” and other education reform programs to help offset a $10 billion package to protect education jobs in the House supplemental appropriations bill, which includes $33 billion for the wars.
Leading House Democrats proposed the offset in response to public school teachers who oppose some of the provisions of the “Race to the Top” program.
While they appreciate the administration’s commitment to educate, teachers say the “Race to the Top” reforms specifically emphasize testing and school privatization over a needed bigger commitment to professional development and financial support for ailing schools. Under the reform, teachers argue, schools are forced to teach to tests or face closure and mass firings of school personnel.
U.S. education secretary calls on NAACP to focus on schools
Calling education “the civil rights issue of our generation,” U.S. Education Secretary Arne Duncan on Wednesday issued a national challenge for whole communities to get involved in improving public education.
“The only way to achieve equality in society is to achieve it in the classroom,” Duncan told NAACP delegates meeting in Kansas City for the group’s annual convention.
“This is not just a moral obligation; it is our economic imperative,” he said. “Everyone has a responsibility. Every one can step up. Education is our national mission. Education is our best hope.”
He said community leaders “must be at the table when decisions are made about how to improve struggling schools.”
The Obama administration is making $4 billion available to improve the 5 percent worst-performing schools in the country, Duncan said.
New Jersey’s Christie Seeks Superintendent Pay Cap
New Jersey Governor Chris Christie proposed salary caps on public school superintendents to help rein in the highest property taxes in the U.S., a move he said may slice pay for 70 percent of the top district administrators.
Christie, 47, announced the limit today as part of a package to control rising real estate tax bills. The proposal would cut salaries for 366 school superintendents when their current contracts expire, the governor’s office said in a statement.
More than 50 school administrators had base salaries of $200,000 or more last year, the state Education Department reported last month. The governor’s salary is $175,000.
Notes and links via New Jersey Left Behind and the Associated Press.
Graduate tax and private colleges at heart of UK higher education blueprint
Jessica Shepherd and Jeevan Vasagar:
The government signalled the biggest shakeup of Britain’s universities in a generation today, with a blueprint for higher education in which the highest-earning graduates would pay extra taxes to fund degrees, private universities would flourish and struggling institutions would be allowed to fail.
Vince Cable, the cabinet minister responsible for higher education, also raised the prospect of quotas to ensure state school pupils were guaranteed places at Britain’s best universities, breaking the private school stranglehold on Oxbridge.
Comparing the existing system of tuition fees to a “poll tax” that graduates paid regardless of their income, the skills secretary argued it was fairer for people to pay according to their earning power.
He said: “It surely can’t be right that a teacher or care worker or research scientist is expected to pay the same graduate contribution as a top commercial lawyer or surgeon or City analyst whose graduate premium is so much bigger.”
Obama’s School Reforms Are a Priority
JOEL I. KLEIN, MICHAEL LOMAX AND JANET MURGUÍA:
In the days following his inauguration, President Obama included a package of educational reforms in his stimulus bill that offered states financial incentives to make dramatic improvements in their education systems. About 10% of the $100 billion allocated for education was used to create competitive grants. States could only win them by drafting comprehensive and aggressive plans to, for example, adopt higher academic standards, turn around chronically low-performing schools, and redesign teacher evaluation and compensation systems.
Although it has received much less attention than health care and financial regulatory reform, this measure may ultimately be one of Mr. Obama’s most profound and lasting achievements. In just one year, we’ve already seen more reforms proposed and enacted around the country than in the preceding decade.
Yet on July 1, with little warning, the House of Representatives watered down these reform efforts by approving an amendment to the emergency supplemental appropriations bill, proposed by Rep. David Obey (D., Wis.). It takes away $800 million that has already been committed to three critical parts of the president’s education reform package–Race to the Top, the Teacher Incentive Fund, and the Charter Schools Program. This breaks a promise to the states, districts and schools that are doing the most important work in America. The funds are to be redirected to a $10 billion “Edujobs” bill to prevent teacher layoffs.
“Common core standards”: education reform that makes sen
In many third-grade classrooms in California, students are taught — briefly — about obtuse and acute angles. They have no way to comprehend this lesson fully. Their math training so far hasn’t taught them the concepts involved. They haven’t learned what a degree is or that a circle has 360 of them. They haven’t learned division, so they can’t divide 360 by 4 to determine that a right angle is 90 degrees, and thus understand that an acute angle is less than 90 degrees and an obtuse angle more.
It makes no pedagogical sense, but California’s academic standards call for third-graders to at least be exposed to the subject, and because angles might be on the standardized state test at the end of the year, exposed they are.
Now, that might change. In June, a yearlong joint initiative by 48 states produced a set of uniform but voluntary educational standards in English and math. Urged on by the Obama administration, the initiative’s main purpose was to encourage states with low academic standards to bring their expectations into line with those of other states. Twenty states have already adopted the standards; 28 more, including California, are considering them. Texas and Alaska are the only states that declined to participate in the project.
Clusty Search: Common Core Standards.
Advocates: Private Reform Aid Slights Rural Schools
Rural schools are being left out of pivotal policy changes being tried out in the nation’s education system, say some rural advocates, and that goes for reform experiments bankrolled with private dollars from the Bill & Melinda Gates Foundation.
“The [Gates] Foundation funded work around smaller schools in mostly urban places–a sort of ironic phenomenon, given the consolidation of rural schools. And they funded some early-college initiatives in places like rural Appalachian Ohio,” said Caitlin Howley, senior manager, education and research, for ICF International in Charleston, W.Va., an educational research firm. “But I don’t think rural is part of what they’ve been thinking about.”
A Washington Post report this week tracked the influence of some $650 million the Gates Foundation has pledged for key reforms in the nation’s schools in the past two and one-half years. The story also noted the close relationship between the Gates Foundation and the Obama administration (a number of Gates Foundation employees have assumed key roles in the administration) as well as similarities in the educational priorities pushed by Gates and the Obama White House.
The Slippery Slope Toward National Science Standards
The Obama Administration is successfully orchestrating one of the largest federal overreaches into education policy since the Great Society programs of the mid-1960s. If this news is coming as a surprise, it’s because the Administration is maneuvering outside of normal legislative procedure, by way of Trojan-horse programs such as Race to the Top and the suggestive power of their “blueprint” to reauthorize No Child Left Behind.
The Administration’s push for national standards and tests, which is moving quickly, is an historic federal overreach. By August 2, 2010, states must submit “evidence of having adopted common standards” in order to increase their chances of winning a Race to the Top grant. For states not enticed by the $4.35 billion grant competition, the Administration has already laid the groundwork in their blueprint for tying the $14.5 billion in Title I funding for low-income districts to the adoption of national standards–a deal that states will likely be unable to turn down.
What is the Education Revolution really all about?
The League of Education Voters is trying to co-opt dissent by creating a campaign called Education Revolution and using a lot of incendiary language and images, but not taking any action.
It got me thinking about what the Revolution really is or should be. Help me clarify my thinking on this.
I think that the Revolution is about re-defining and re-purposing the District’s central functions and responsibilities. The change will come when the role of the central administration is defined. What do we want the District’s central administration to do? And what DON’T we want them to do?
Ideally, the District’s headquarters will take responsibility for everything that isn’t better decided at the school building level. They should relieve the school staff of those duties. They should:
1) Provide centralized services when those services are commodities and can achieve economies of scale. For example, HR functions, facilities maintenance, data warehousing, contracting, food service, procurement, accounting, and transportation.
Well worth reading.
Does He Want It? Does the Mayor of Detroit Want to Control the City’s Schools?
There’s a scene from the legendary HBO show The Wire that I think about when I consider this increasingly divisive issue of mayoral control of Detroit Public Schools: In the scene (which I decided against posting here because it’s graphic), young drug runner Namond is urged by his friend and fellow dealer Michael to confront a kid who has run off with Namond’s drugs. When Namond and Michael find the young thief, the kid starts to insult the obviously intimidated Namond. Michael steps in and beats the kid bloody.
“Take ya pack,” Michael then says to Namond, motioning for him to retrieve his stolen drugs from boy. But Namond, who never wanted to be a dealer in the first place, recoils and rushes off into the night, leaving Michael and the drugs behind. “I don’t want it,” he sobs as he scurries away.
If DPS is the coveted “pack,” Bing reminds me of Namond. Everyone else may think this is worth battling over and some may be egging him on to take over the troubled Detroit school district. But it seems that deep down, the mayor doesn’t want it.
K-12 Tax & Spending Climate: More Americans’ credit scores sink to new lows
The credit scores of millions more Americans are sinking to new lows.
Figures provided by FICO Inc. show that 25.5 percent of consumers — nearly 43.4 million people — now have a credit score of 599 or below, marking them as poor risks for lenders. It’s unlikely they will be able to get credit cards, auto loans or mortgages under the tighter lending standards banks now use.
Because consumers relied so heavily on debt to fuel their spending in recent years, their restricted access to credit is one reason for the slow economic recovery.
“I don’t get paid for loan applications, I get paid for closings,” said Ritch Workman, a Melbourne, Fla., mortgage broker. “I have plenty of business, but I’m struggling to stay open.”
Milwaukee’s School Experiment Shows Promise
On a rainy May morning in 2008, my research team assembled at the Italian Community Center in downtown Milwaukee for focus-group sessions with the parents of students enrolled in the Milwaukee Parental Choice Program.
After a long morning of listening to parents vent about the aspects of their children’s schools that disappointed them, the tone of the meeting suddenly changed when we concluded with an “open mike” session.
“We may complain a lot about our children’s schools,” one of the parents told us, “but please, please, please don’t take our school choice away.”
Parents like this concerned mother have played a starring role in the long-running policy debate over the school-choice program, which enables parents to select a school for their child other than the assigned neighborhood public school. Charter schools, for example, offer choices within the public school system. School-choice programs like Milwaukee’s notably include private schools and are often called voucher programs.
Fighting the Dropout Crisis
In his first address to Congress in February 2009, when the nation teetered on the brink of economic collapse, President Obama declared that “dropping out of high school is no longer an option. It’s not just quitting on yourself, it’s quitting on your country–and this country needs and values the talents of every American.” Since then, the administration has made a major commitment to increasing America’s high school graduation rate, which was once the highest in the developed world and is now among the lowest. Leading researchers now agree that 25 to 30 percent of students who enroll in American high schools fail to graduate. In many of the country’s largest urban school districts, such as Detroit, Cleveland, and Indianapolis, the dropout rate is as high as 60 percent, and rates are similarly high in many rural areas. A generation ago, high school dropouts could still join the military, or get work on assembly lines, and had a fair chance of finding their way in the world. President Obama does not exaggerate when he implies that today’s America has little use for dropouts and cannot expect to flourish so long as their numbers remain so high.
The administration has proposed nearly $1 billion in its latest budget specifically for the dropout problem. And it has already put $7.4 billion on the table, including its famous Race to the Top grants, which states and districts can get only if they agree to overhaul their worst-performing high schools. These are the 2,000 or so high schools that Obama and Secretary of Education Arne Duncan refer to as “dropout factories”–schools that graduate fewer than 60 percent of their students and account for more than half the nation’s dropouts.
This level of financial commitment to fixing America’s underperforming high schools is unprecedented. The 1983 Nation at Risk report, which marked the start of the modern era of education reform, did not so much as mention the dropout problem even as it called for higher graduation requirements. Between 1988 and 1995, only eighty-nine school districts won federal grants for dropout prevention programs. The No Child Left Behind Act of 2002 applied mostly to grades three through eight. While it nominally required states to hold high schools accountable for dropout rates, it ended up allowing them to lowball the problem. Generally, the thought among educational reformers has been to concentrate on preschool and grade school education, and hope that success there would result in better student performance in high school.
What Canada can teach the U.S. about education
Lance Izumi, Jason Clemens And Lingxiao Ou, via a Kris Olds email:
Canadians, particularly those of conservative persuasion, love to compare Canada with the United States, which has a lot to learn in the key area of K-12 education. As the United States struggles with mounting deficits and debt, Americans would be well served to look north if they want to raise student performance while saving money. Canadians would be equally well served to understand their own success and expand it.
Little known to most Canadians is how well the country’s students perform on international tests, particularly when compared to the United States. The Program for International Student Assessment (PISA) is an internationally standardized test administered by the Organization for Economic Co-operation and Development (OECD). Every three years PISA tests 15-year-olds in reading; mathematical and scientific literacy; and general competencies — that is, how well students apply the knowledge and skills they have learned at school to real-life problems.
No More Cuts To Public Education – The Case for The Parcel Tax
The San Diego Unified District Board of Education will be voting Tuesday, July 13th, at 5pm in the evening to place a temporary parcel tax up for voter approval on the November ballot. While this move on the surface is a response to the “funding cliff” that public education systems state-wide are facing as Federal stimulus dollars expire next year, the reality is that much larger stakes are in play here.
The school district is facing the prospect of $127 million in projected cuts for the school year beginning in September 2011 after cutting more than $370 million from its budget over the last four years. They have tentatively proposed a long list of budget reductions, from eliminating librarians and counselors to halving the school day for kindergartners. More than 1,400 employees – ten per cent of school district employees – will be facing layoffs if those cuts become reality.
New Jersey Teacher Union Politics & Budget
Here’s NJEA President Barbara Keshishian on yesterday’s Assembly approval of legislation to cap property tax increases at 2%:
This is a devastating day for children and public education in New Jersey. On the heels of more than $1.3 billion in cuts to public education, the Legislature and the governor have put an ill-conceived and shortsighted policy in place that will prevent our public schools from ever climbing out of the hole that has been dug for them by the state.
An understandable reaction, if a bit histrionic. The hole we’re in doesn’t have a lot to do with any sort of property tax cap, but to an expensive, inefficient, and unsustainable public school system.
School’s out, but education reform talk is in
School may be out for the summer, but the topic of education reform certainly has not gone on vacation. Both nationwide and here at home, there are several different ideas on the table that, if implemented, could go a long way toward improving educational outcomes for our students.
Under the guidance of Gov. Tommy Thompson, Wisconsin was once a nationwide leader in educational innovation. Unfortunately, bold, reform-minded leadership has been absent from the governor’s office for the past eight years. The most recent failures of Gov. Jim Doyle and legislative Democrats were their unsuccessful efforts to grab federal Race to the Top dollars and their blundering attempt at a mayoral takeover of the Milwaukee Public Schools.
Usually, we look to our nation’s capital for examples of how not to do business, but the new collective bargaining agreement Washington, D.C., School Chancellor Michelle Rhee struck with her teachers union is just the sort of thing we need in Milwaukee. The contract includes pay for performance, lessens the weight of seniority if layoffs become necessary and ends “job for life” tenure for ineffective teachers.
Another reform MPS sorely needs is the elimination of the teacher residency requirement, an arbitrary barrier that discourages some quality educators from teaching at MPS. Only two of the nation’s 50 largest school systems, Milwaukee and Chicago, still require its teachers to live within the city limits. No other school district in Wisconsin has a residency requirement.
K-12 Tax & Spending Climate: Debt commission chiefs give gloomy fiscal outlook
The co-chairs of President Obama’s debt and deficit commission offered an ominous assessment of the nation’s fiscal future here Sunday, calling current budgetary trends a cancer “that will destroy the country from within” unless checked by tough action in Washington.
The two leaders — former Republican Senator Alan Simpson of Wyoming and Erskine Bowles, White House chief of staff under former President Bill Clinton — sought to build support for the work of the commission, whose recommendations due later this year are likely to spark a fierce political debate in Congress.
“There are many who hope we fail,” Simpson said at the closing session of the National Governors Association meeting. He called the 18-member commission “good people with deep, deep differences” who know the odds of success “are rather harrowing.”
A Case Study in Teacher Bailouts: Milwaukee shows that unions will keep resisting concessions if Washington rides to the rescue.
The Obama administration is pressuring Congress to spend $23 billion to rehire the more than 100,000 teachers who have been laid off across the country. Before Congress succumbs, it should know about the unfolding fiasco in Milwaukee. Wisconsin is a microcosm of the union intransigence that’s fueling the school funding crisis in so many cities and states and leading to so many pink slips. It also shows why a federal bailout is a mistake.
Because of declining tax collections and falling enrollment, Milwaukee’s school board announced in June that 428 teachers were losing their jobs–including Megan Sampson, who was just awarded a teacher-of-the-year prize. Yet the teachers union, the Milwaukee Teachers Education Association, had it within its power to avert almost all of the layoffs.
The average pay for a Milwaukee school teacher is $56,000, which is hardly excessive. Benefits are another matter. According to a new study by the MacIver Institute, a state think tank, the cost of health and pension benefits now exceeds $40,000 a year per teacher–bringing total compensation to $100,500.
K-12 Tax & Spending Climate: New Jersey Governor Defies Political Expectations
From the start, the governor served notice that he saw the public employees’ unions as a central part of the state’s problems, and that he meant to take them on. His first day in office, he signed an executive order, later struck down in court, to limit their ability to finance campaigns. The first bills he signed limited spending on pensions and benefits. He relished months of verbal sparring with the teachers’ union, and analysts say he got the upper hand.
Mr. Christie said there was no plan to put the unions front and center, though some of his aides say privately that it was quite intentional.
But on controlling local government spending and taxes, he acknowledged that “yes, absolutely,” there was a political strategy to doing things in a particular order. The governor’s budget reduced school aid, leading to predictions that districts would raise property taxes. He blamed the teachers’ union for any increases and proposed capping property tax increases. Now he is using that cap as leverage for a package of bills, which has met union opposition, to help towns and school districts control spending.
Gates Foundation playing pivotal role in changes for education system
Across the country, public education is in the midst of a quiet revolution. States are embracing voluntary national standards for English and math, while schools are paying teachers based on student performance.
It’s an agenda propelled in part by a flood of money from a billionaire prep-school graduate best known for his software empire: Bill Gates.
In the past 2 1/2 years, the Bill & Melinda Gates Foundation has pledged more than $650 million to schools, public agencies and other groups that buy into its main education priorities.
The largest awards are powering experiments in teacher evaluation and performance pay. The Pittsburgh school district landed $40 million, Los Angeles charter schools $60 million and the Memphis schools $90 million. The Hillsborough County district, which includes Tampa, won the biggest grant: $100 million. That has set the nation’s eighth-largest school system on a quest to reshape its 15,000-member teaching corps by rewarding student achievement instead of seniority.
The Gates Foundation funded a Small Learning Community initiative at Madison West High School
Governance, or Potted Plant? Seattle School Board To Become More Involved In District Operations and a view from Madison
The Washington State Auditor told the district this week it has problems managing its money. They’re the same problems he’s told them about before. The school board oversees the district. And auditors for the state say it’s time for board members to get more involved.
Carr: “To the State Auditors’ point, we have work to do. And they’re right: we do.”
Sherry Carr chairs the audit and finance committee of the Seattle School Board. She says the board needs to do more to make sure problems that are found in audits don’t pop up again.
Carr: “We haven’t always had the check in prior to the start of the next audit. So, I think that’s the key.”
Washington State Auditor’s Office:
The Washington State Auditor’s Office released an audit report this week about the Seattle School District’s accountability with public resources, laws and regulations.
We found the School Board and the District’s executive management:
* Must improve oversight of District operations.
* Are not as familiar with state and federal law as the public would expect.
We identified instances of misappropriation and areas that are susceptible to misappropriation. We also found the School Board delegated authority to the Superintendent to create specific procedures to govern day-to-day District operations.
The Board does not evaluate these procedures to determine if they are effective and appropriate. Consequently, we identified 12 findings in this report and in our federal single audit and financial statement report.
Documents:
- Complete Report: 700K PDF
- Complete Report: 700K PDF
- Washington State Auditor’s Office Accountability Audit Report 190K PDF
- The Seattle School District’s response 37K PDF:
Seattle Public Schools establishes rigorous process for addressing financial year 2008-09 audit findings.
As part of the Washington State Auditor’s Office annual audit process, an Accountability Audit of Seattle Public Schools was issued on July 6, 2010. The audit’s emphasis on the need for continued improvement of internal controls and District policies for accountability is consistent with multi-year efforts under way at Seattle Public Schools to strengthen financial management.
“Because we are deeply committed to being good stewards of the public’s resources, we take the information in this audit very seriously,” said Superintendent Maria L. Goodloe-Johnson, Ph.D. “We acknowledge the need to take specific corrective actions noted in the report. It is a key priority to implement appropriate control and accountability measures, with specific consequences, for situations in which policies are not followed.”
The School Board will work closely with the Superintendent to ensure corrections are made. “We understand and accept the State Auditor’s findings,” said School Board Director Sherry Carr, chair of the Board’s Audit and Finance Committee. “We accept responsibility to ensure needed internal controls are established to improve accountability in Seattle Public Schools, and we will hold ourselves accountable to the public as the work progresses.”
Much more on the Seattle School Board.
After reading this item, I sent this email to Madison Board of Education members a few days ago:
I hope this message finds you well.
The Seattle School Board is going to become more involved in District operations due to “problems managing its money”.
http://kuow.org/program.php?id=20741
I’m going to post something on this in the next few days.
I recall a BOE discussion where Ed argued that there are things that should be left to the Administration (inferring limits on the BOE’s oversight and ability to ask questions). I am writing to obtain your thoughts on this, particularly in light of:
a) ongoing budget and accounting issues (how many years has this been discussed?), and
b) the lack of substantive program review to date (is 6 years really appropriate, given reading and math requirements of many Madison students?).
I’d like to post your responses, particularly in light of the proposed Administrative re-org and how that may or may not address these and other matters.
I received the following from Lucy Mathiak:
A GENERAL NOTE: There is a cottage industry ginning up books and articles on board “best practices.” The current wisdom, mostly generated by retired superintendents, is that boards should not trouble themselves with little things like financial management, human resources, or operations. Rather, they should focus on “student achievement.” But what that means, and the assumption that financial, HR, and other decisions have NO impact on achievement, remain highly problematical.
At the end of the day, much of the “best practices” looks a lot like the role proposed for the Milwaukee School Board when the state proposed mayoral control last year. Under that scenario, the board would focus on public relations and, a distant second, expulsions. But that would be a violation of state statute on the roles and responsibilities of boards of education.
There are some resources that have interesting info on national trends in school board training here:
http://www.asbj.com/MainMenuCategory/Archive/2010/July/The-Importance-of-School-Board-Training.aspx
I tend to take my guidance from board policy, which refers back to state statute without providing details; I am a detail person so went back to the full text. When we are sworn into office, we swear to uphold these policies and statutes:
Board policy:
“The BOARD shall have the possession, care, control, and management of the property and affairs of the school district with the responsibilities and duties as detailed in Wisconsin Statutes 118.001, 120.12, 120.13, 120.14, 120.15, 120.16, 120.17, 120.18, 120.21, 120.40, 120.41, 120.42, 120.43, and 120.44.”
Because board policy does not elaborate what is IN those statutes, the details can be lost unless one takes a look at “the rules.” Here are some of the more interesting (to me) sections from WI Statute 120:
120.12 School board duties.
The school board of a common or union high school district shall:
(1)MANAGEMENT OF SCHOOL DISTRICT.
Subject to the authority vested in the annual meeting and to the authority and possession specifically given to other school district officers, have thepossession, care, control and management of the property andaffairs of the school district, except for property of the school dis-trict used for public library purposes under s. 43.52.
(2)GENERAL SUPERVISION. Visit and examine the schools ofthe school district, advise the school teachers and administrative staff regarding the instruction, government and progress of the pupils and exercise general supervision over such schools.
(3)TAX FOR OPERATION AND MAINTENANCE.
(a) On or before November 1, determine the amount necessary to be raised to operate and maintain the schools of the school district and public library facilities operated by the school district under s. 43.52, if the annual meeting has not voted a tax sufficient for such purposes for the school year.
(5)REPAIR OF SCHOOL BUILDINGS.
Keep the school buildings and grounds in good repair, suitably equipped and in safe and sanitary condition at all times. The school board shall establish an annual building maintenance schedule.
(14)COURSE OF STUDY.
Determine the school course of study.
(17)UNIVERSITY OF WISCONSIN SYSTEM TUITION.
Pay the tuition of any pupil enrolled in the school district and attending an institution within the University of Wisconsin System if the pupil is not participating in the program under s. 118.55, the course the pupil is attending at the university is not offered in the school district and the pupil will receive high school credit for the course.
Ed Hughes:
Thanks for contacting us. Can you be a bit more specific about what you are looking for? A general statement about the appropriate line between administration and Board responsibilities? Something more specific about budgeting and accounting, or specific program reviews? And if so, what? I confess that I haven’t followed whatever is going on with the Seatte school board.
My followup:
I am looking for your views on BOE responsibilities vis a vis the Administration, staff and the community.
Two timely specifics, certainly are:
a) ongoing budget problems, such as the maintenance referendum spending, and
b) curricular matters such as reading programs, which, despite decades of annual multi-million dollar expenditures have failed to “move the needle”.
The Seattle District’s “problems managing its money” matter apparently prompted more Board involvement.
Finally, I do recall a BOE discussion where you argued in favor of limits on Administrative oversight. Does my memory serve?
Best wishes,
Jim
Marj Passman:
Here is the answer to your question on Evaluation which also touches on the Board’s ultimate role as the final arbiter on District Policy.
Part of the Strategic Plan, and, one of the Superintendants goals that he gave the Board last year, was the need to develop a “District Evaluation Protocol”. The Board actually initiated this by asking for a Study of our Reading Program last February. This protocol was sent to the Board this week and seems to be a timely and much needed document.
Each curricular area would rotate through a seven year cycle of examination. In addition, the Board of Education would review annually a list of proposed evaluations. There will be routine reports and updates to the Board while the process continues and, of course, a final report. At any time the Board can make suggestions as to what should be evaluated and can make changes in the process as they see fit. In other words, the Board will certainly be working within its powers as Overseer of MMSD.
This Protocol should be on the MMSD web site and I recommend reading it in
depth.
I am particularly pleased with the inclusion of “perception” – interviews, surveys with parents and teachers. I have been leery of just masses of data analysis predetermining the success or failure of children. Our children must not be reduced to dots on a chart. Tests must be given but many of our students are succeeding in spite of their test scores.
I have a problem with a 7 year cycle and would prefer a shorter one. We need to know sooner rather than later if a program is working or failing. I will bring this up at Monday’s Board meeting.
I will be voting for this Protocol but will spend more time this weekend studying it before my final vote.
Marj
Bill Gates wins teachers’ applause
Rowdy delegates to a national teachers convention Saturday gave several standing ovations to Bill Gates, whose billions in foundation grants for experimental-education-overhaul efforts over more than a decade have sparked widespread controversy and debate.
There were scattered boos and hisses among the 3,400 attendees at the American Federation of Teachers (AFT) convention in Seattle, and a small group of dissident teachers walked out on Gates’ speech, but many at the Washington State Convention Center seemed to welcome the Microsoft co-founder’s message that teachers must be partners in any efforts to improve student achievement.
“If reforms aren’t shaped by teachers’ knowledge and experience, they’re not going to succeed,” Gates told the delegates.
Randi Weingarten, AFT president, said she welcomed the dialogue with Gates, whose Bill & Melinda Gates Foundation has led efforts to improve education, including charter schools, which while public are largely nonunion and run by autonomous management organizations.
Is there room for both teachers unions and new policies?
By four years from now, either the teachers unions or the pack of education policies that are hot these days is going to be a lot less relevant. The American education world doesn’t seem big enough for both of them.
Frankly, I don’t know if I’m right about that, but it is certainly an interesting prediction to consider, given what is happening nationally and locally.
It would seem smart to bet on the teachers unions – they’re still pretty strong, they’re politically powerful, and their bargaining rights are established by law. Education fads come and go, but unions stay on.
But there are some reasons to bet the other way.
The overall economic troubles of the nation, the rapidly escalating financial problems facing school systems, and the popularity of ideas union leaders generally hate, such as factoring student performance into teachers’ pay, are putting unions on the defensive in ways similar to what has happened in other sectors of the economy.
Whatever the future, the collision between teachers unions and the forces of change is pretty amazing. For one thing, it pits Democrats against Democrats in a battle that may have major repercussions on the 2012 presidential race.
School district consolidation should be just the beginning
The recommendation by the Santa Clara County civil grand jury to consolidate school districts is the kind of out-of-the-box thinking long overdue in this county. The report suggests that aligning K-8 districts with high school districts would improve education and produce savings in the neighborhood of 7 percent, or $51 million annually. That’s a lot of teachers and specialists at a time when cutbacks are threatening irreparable harm to our students.
The recommendations are a good start for schools, but the same thing needs to be done in other service areas in the Bay Area. For example, Santa Clara County has 11 local police departments plus the Sheriff’s Office, and seven fire departments plus the Santa Clara County Fire Department. Why, in a mostly urban, compact environment, must we endure such duplication? The answer is we shouldn’t.
Reasons offered for school consolidation are equally valid for police and fire departments. To quote the grand jury report, “The current organization [of school districts] is an outgrowth of the county’s origins. Until the 1960s, the county was largely a collection of agricultural communities separated by miles of open space. “… The communities have become small cities, San Jose has become a large city, and the open land has disappeared.
David Cameron is ‘terrified’ about finding a good London state school for his children
David Cameron has admitted that he is “terrified” by the prospect of trying to find a good state secondary school for his children in London.
Mr Cameron said that, living in central London, he sympathised with parents in areas across Britain where there was no choice of decent schools.
“I’ve got a six-year-old and a four-year-old and I’m terrified living in central London,” he said in an interview with a Sunday newspaper. “Am I going to find a good secondary school for my children? I feel it as a parent, let alone as a politician.”
Mr Cameron, who was educated at Eton, said he remained determined to send his children to state schools despite rejecting 15 primary schools for his six-year-old daughter Nancy, before sending her to St Mary Abbots, Church of England primary in Kensington.
Evaluation of the Madison School District Superintendent
Madison School Board. The Board of Education will evaluate Superintendent Dan Nerad Monday evening, during a closed session according to the online agenda.
Dan was hired in 2008, after a long tenure as Superintendent of the Green Bay public schools.
Report dissects Indiana School districts’ spending
Two Allen County school districts rank above the state average in the percentage of their budgets spent on classroom expenses, according to a report released Friday by the Indiana Office of Management and Budget.
The annual report – which includes revisions to the formula used to categorize spending – shows that statewide schools spent 57.8 percent of their funding on student instructional expenditures in the 2008-09 school year.
This is also known as the percentage of dollars going to the classroom.
“I encourage school board members, administrators, teachers and citizens across the state to closely examine the way dollars are currently allocated and evaluate whether their budgets truly put students first,” Superintendent of Public Instruction Tony Bennett said. “I will only be satisfied once we have driven every possible dollar toward increasing student achievement and success.”
Complete 5.6MB PDF report.
K-12 Tax & Spending Climate: Wisconsin deficit for next two-year budget swells to $2.5 billion
The state’s yawning budget hole has swelled to $2.5 billion, underscoring the massive challenge that awaits the next governor and Legislature, a new report shows.
The projections by the Legislature’s non-partisan budget office show the expected shortfall for the 2011-2013 budget has grown by $462 million from the just over $2 billion that was expected a year ago.
The Madison School District released a memorandum on expected redistributed state tax dollars last week 119K PDF. Superintendent Dan Nerad:
As you can see over the past five years, equalization aid for MMSD has been slightly erratic, increasing for two years and then decreasing drastically over the past 2 years as the State of Wisconsin removed $147 million of funding from the equalization aid formula.
The 2009-10 school year was the first time over the last 10 years that MMSD saw a maximum decrease in funding from the State of Wisconsin, which statutorily is set at 15%, For MMSD this was a decrease in the State’s connnitment to public education in Madison of over $9.2 million when compared with funds received in 2008-09.
When planning for the 20I0-11 school year budget, Administration openly planned for another reduction in equalization aid funding of 15% or approximately $7.8 million. The early aid estimate that was released on July I, 2010 shows MMSD in a better situation than was first projected through the budget process for one reason. The breakdown ofequalization aid for MMSD in 2010-11 as projected by the DPI is as follows:
John Schmid: Study says state is a ‘C’ student
Madison School District Administration: Central office Transformation for Teaching and Learning Improvement
Superintendent Dan Nerad 45K PDF.:
This is a project whereby the University of Washington’s Center for Educational leadership (CEl) will support the District in its central office transformation by:
a. developing a theory of action to guide how central office leaders and principals work together to improve instructional leadership and to provide support to schools.
b. designing and implementing school cluster support teams with a focus on developing a common understanding of quality instruction and in developing stronger relationships between central office leaders and principals that are focused on growing principal instructional leadership.
The involved services draw from the research published by Dr. Meredith I. Honig and Michael A Copland
Madison School District Fund 80 Community Organization Spending Report
Superintendent Dan Nerad 1.9MB PDF:
Attached is the report summarizing progress after the first year from the community organizations receiving funding from the Madison Metropolitan School District. Also attached are the full end-of-year status reports from each organization, except the Urban League; their report will be provided in August. MMSD funding is now ended for . / African-American Ethnic Academy, Inc. . / Kajsiab House ./ Urban League of Greater Madison: Project Bootstrap 21st Century Careers Program
Funding, at this point, will continue for one more year for the other nine community organizations.
“Fund 80” taxes (and spending) may increase beyond State of Wisconsin school district limits. Fund 80 spending growth has long been a source of controversy.
Katrina’s Silver Lining: The School Choice Revolution in New Orleans
Before hurricane Katrina ravaged the city in 2005, New Orleans had one of the worst performing public school districts in the nation. Katrina forced nearly a million people to leave their homes and caused almost $100 billion in damages. To an already failing public school system, the storm seemed to provide the final deathblow. But then something amazing happened. In the wake of Katrina, education reformers decided to seize the opportunity and start fresh with a system based on choice.
K-12 Tax & Spending Climate: Most Americans Not Willing To Pay Higher Taxes For Public Employees, Entitlement Programs; California Pension Changes
Most Americans would not pay higher taxes for specific public services in their states, but they are more supportive of paying for education and staffing law enforcement than supporting state employees and entitlement programs.
The latest Rasmussen Reports national telephone survey of Adults shows that only 19% would be willing to pay higher taxes to avoid layoffs of state employees. Sixty-nine percent (69%) say they would not be willing to pay more in taxes for this reason. Another 11% are undecided.
Adults feel similarly when it comes to funding entitlement programs. Twenty-two percent (22%) would pay higher taxes to prevent cuts in entitlement programs for low-income Americans. Sixty-three percent (63%) say they would not pay more to keep these programs afloat. Another 15% are undecided.
This is because it would begin the undoing of a policy disaster dating back to 1999. That was when the Democratic legislature and the then governor, Gray Davis, a Democrat elected with union support, thanked the unions by giving state workers pension increases of between 20% and 50%. Many highway-patrol officers, for example, were allowed to retire at 50 with 90% of their final salary. All told, California now has probably the most generous public-sector benefits in the country.
That, however, is not what outrages Mr Schwarzenegger, a Republican, or his brainy economic adviser David Crane, a Democrat. Rather, it is that the pension plans–above all the California Public Employees’ Retirement System (CalPERS), the largest such scheme in America–pretended that this generosity would not cost anything. In 1999 the dotcom bubble was still inflating, and the plans’ actuaries predicted that their retirement funds would gain enough value to pay the increased pensions. By implication, they assumed that the Dow Jones Industrial Average would reach 25,000 in 2009 and 28m in 2099. It is currently at around 10,300.
Next Georgia governor faces shaping up schools
The governor will be expected to reverse the financial tsunami that forced local school districts to lay off teachers, shorten the school year and eliminate academic programs. He or she will play a major role in updating the popular HOPE scholarship, as falling revenues jeopardize its future. The governor will also help decide hot-button issues, such as whether illegal immigrants should be allowed to attend the state’s public colleges.
While education leaders — such as the state superintendent, State Board of Education and State Board of Regents — set policies and make decisions that affect the state’s public schools and colleges, the governor wields enormous power and influence over the quality of education in Georgia.
The gubernatorial candidates agreed education was either the No. 1 issue or just behind jobs and economic development.
The education debacle of the decade
Dr. Patrick Wolf spoke to a packed audience in the Capitol Visitors Center last Monday.
The seats were full and people stood all along the edges of the room, even spilling out into the hallway. We all came to hear him explain his latest research on the tiny education program that has caused a national uproar–arousing so much passion that African-American leaders from around the country recently gathered downtown to engage in an act of civil disobedience.
The Department of Education commissioned Wolf to conduct a series of detailed studies on the results of the Washington DC Opportunity Scholarship Program (OSP). Established in 2004 as a five-year pilot program, OSP is among the most heavily researched federal education programs in history.
OSP targeted about 2,000 of the poorest kids in DC who were stuck in some of the worst schools in the country. It gave their parents a $7,500 scholarship to attend a private school of their choice.
The response was immediate. Four applications were filled out for every slot available. Parents loved the program, considering it a lifeline for their children, a way to escape failing schools and enter safe, functional schools.
Michael Gove: wasteful UK school building programme to be axed
Announcing the move, Michael Gove, the Education Secretary, described the Building Schools for the Future programme as bureaucratic and wasteful, saying that in some cases schools had taken longer to build than an airport in Hong Kong.
He accused the last Labour government of failing to fund the £55 billion scheme, which was due to see new classrooms and other buildings constructed at more than 700 schools.
The announcement came as Danny Alexander, the Chief Secretary to the Treasury, announced a further £1.5 billion in cuts, including £1 billion from the Department of Education.
Labour had been relying on “unrealistic” end of year underspending to fund projects including the school building programme, creating a “black hole” which Mr Gove said the new Coalition Government would not allow to continue.
Frustration fuels march to charter schools
However, a new study of what parents from the nation’s sixth largest metropolitan area want for their children’s education tilts favorably to a growing national preference for private and charter schools.
And charter schools win the horse race for school choice, according to the Pew Charitable Trusts’ Philadelphia Research Initiative.
“This trend has developed in the face of evidence that many charters perform no better than district schools and of a constant drumbeat of news reports and investigations regarding alleged and proven improprieties in the way charters operate,” the report’s authors say.
So why are an estimated 420 million students on waiting lists for charter schools?
Frustration with the struggling direction and results of traditional public schools is a leading cause.
A comprehensive new study from The Pew Charitable Trusts’ Philadelphia Research Initiative finds that K-12 education in Philadelphia is undergoing a sweeping transformation that has given parents a new array of choices about where to send their children to school but has left families thinking they still do not have enough quality options.
The study, “Philadelphia’s Changing Schools and What Parents Want from Them,” finds that the three largest educational systems in the city–traditional public schools, charter schools and Catholic schools–have changed dramatically in size and composition during the past decade. Only one of them, the charter schools, has been growing. Indeed, charters, which have been in existence for only 13 years, now have more students than the Catholic school system.
Whatever Happened to No Child Left Behind?
Earlier this week I hopped on the Red Line in the middle of the afternoon to attend a screening of the education reform documentary Waiting for Superman at the Gallery Place movie theater downtown. It’s a resonant, skillfully made film, a pitch-perfect representation of education reform in 2010. And arguably the most striking aspect was the near-total absence of No Child Left Behind, which is mentioned only in passing as one more failed federal plan.
This reinforced an idea that’s been nagging me for a while now: Some time in the last two or three years, we moved into the post-NCLB era of education reform.
It didn’t used to be that way. When I began working on education policy full-time in the early 2000’s, the center of gravity in education reform sat with the coalition of civil rights advocates, business leaders, and reform-minded governors of both parties who pushed NCLB through Congress in 2001. To find that same hum of ideas and influence today, you’d head straight for the annual New Schools Venture Fund Summit and its confluence of charter school operators, TFA alumni, urban reformers, philanthropies, and various related “edupreneurs.” It’s a different world with a different mindset, and this has real implications for public schools.
K-12 Tax & Spending Climate: America is sinking under Obama’s towering debt
I hope the White House is paying attention to the latest annual Congressional Budget Office Long-Term Budget Outlook, which offers a truly frightening picture of the scale of America’s national debt, with huge implications for the country’s future prosperity. According to the non-partisan CBO, “the federal government has been recording the largest budget deficits, as a share of the economy, since the end of World War II”:
As a result of those deficits, the amount of federal debt held by the public has surged. At the end of 2008, that debt equaled 40 percent of the nation’s annual economic output (as measured by gross domestic product, or GDP), a little above the 40 year average of 36 percent. Since then, large budget deficits have caused debt held by the public to shoot upward; the Congressional Budget Office (CBO) projects that federal debt will reach 62 percent of GDP by the end of this year–the highest percentage since shortly after World War II.
In its report, the CBO also offers two alternative long-term scenarios. The first long-term budget scenario, the more conservative extended baseline scenario, is worrying enough:
K-12 Tax & Spending Climate: What do banking crises have to do with consumption?
Just three days after returning to Beijing from New York, I had to leave again, this time to a series of conferences in Torino, Italy, so it is hard to do much writing for my blog, especially since I won’t spend my free time in the hotel when there is so damned much food out here that urgently needs sampling. Still, I did want to write a hurried note about a topic of conversation that came up a lot while I was in the US and even more here in Italy.
For the next several years, as Keynes reminded us in the 1930s, savings is not going to be a virtue for the world economy. It is more likely to be a vice. In order to regain growth the world desperately needs less savings and more private consumption, but I think it is not going to get nearly enough to generate growth. Why? Because in all the major economies the banking systems are largely insolvent, or about to become so, and desperately need to rebuild capital. For reasons I discuss below, this will have a large adverse impact on private consumption.
Let’s go through the major banking systems. First, the crisis started in the US and, perhaps as a consequence, US banks have already identified a lot of their problem loans and have been the most diligent about rebuilding their capital bases. They nonetheless still have a long ways to go, even though a large part of the bad loan problem was directly or indirectly transferred to the US government. By the way, transferring bad loans to the government may be good for the banks but will have the same adverse impact on consumption. I try to explain why below.
K-12 Tax & Spending Climate: Wisconsin State and Local Debt Rose Faster Than Federal Debt During 1990-2009 Average Annual Increase in State Debt, 7.8%; Local Debt, 7.3%
State and local debt in Wisconsin grew faster than federal debt over the last 19 years. State debt rose 316%, an average of 7.8% per year, from $2.71 billion in 1990 to $11.25 billion in 2009. Local general obligation debt was up 284%, a 7.3% average, from $3.41 billion in 1989 to $13.1 billion in 2008. Federal debt held by the public averaged annual increases of 6.2% per year for a total increase of 212.8% from 1990 through 2009. The figures come from a new study from the Wisconsin Taxpayers Alliance (WISTAX), a nonprofit, nonpartisan public policy research organization dedicated to citizen education.
Governments borrow for many reasons, including buildings, roads, sewers, and environmental cleanup. However, WISTAX researchers found that about 40% of the state increase was due to $1.6 billion of tobacco bonds issued in fiscal 2002 that were funded by a stream of payments from tobacco companies, as well as $1.8 billion in appropriation bonds issued in fiscal 2004 to pay unfunded state pension and sick-leave liabilities. The tobacco bonds were issued to help balance the 2001-03 state budget. The bonds were refinanced in fiscal 2009, generating an additional $300 million that was used to balance the 2008-09 general fund. Originally expected to be paid off in 2018, the refinanced bonds will not be paid off until 2029.
Alameda School Tax Referendum “Measure E” Fails
For decades, parents have shelled out a real estate premium to take advantage of Alameda public schools, spending more money for rent or a mortgage for the peace of mind that comes with solid standardized test scores and a seat at the school down the block.
That’s what Heather Genschmer did.
She wanted her son Myles, 3, to have the public school experience she had as a child, one filled with art, music, gifted programs, field trips, sports and high-quality academics.
Related: “Measure E, What Went Wrong” and “No on Measure E“. More here. The Alameda School District’s website.
Alameda’s enrollment was 9,612 in 2009/2010. Spending was 92,010,693 in 2009/2010 = $9,572 per student. Locally, Madison spent $15,241 per student, based on the 2009/2010 Citizen’s budget ($370,287,471 expenditures for 24,295 students), 37% more than Alameda.
Wisconsin education policy, like kudzu, is overgrown: Standards Based Accountability in Wisconsin
Kudzu? Who dares compare Wisconsin’s education policies to kudzu?
Christopher Brown, a professor in curriculum and instruction at the University of Texas at Austin, that’s who.
Kudzu is a plant that originated in Asia. Agriculture officials in the U.S. encouraged its use, starting in the 1930s, as a low cost way to stem soil erosion. But, especially in the South, it spread rapidly and far beyond intended areas. It became regarded as a weed.
Hmm. Launched with good intentions, appealing as an easy option, it grew rapidly and accomplished little. That sums up Brown’s analysis of Wisconsin education policy from the late 1980s to the early 2000s. In his observations there lie major lessons for those who want to raise the expectations of students in Wisconsin and see more students meet those expectations.
Someone recently pointed me to Brown’s analysis, which started as a doctoral dissertation while he was at the University of Wisconsin-Madison a few years ago. Just the title of the version published in 2008 in the academic journal Educational Policy made me laugh – and wince:
Clusty Search: Christopher P. Brown.
President Obama’s school-reform programs are falling victim to the teachers’ unions.
For more than 40 years, Rep. David Obey of Wisconsin, the third-ranking member of the House, has been a fiery and highly effective legislator. Any history of how the country avoided another depression must include Obey, who shepherded the $787 billion Recovery Act through Congress last year with great skill (and no earmarks). He has been an inspiring antiwar liberal dating back to Vietnam and a rare man of conscience in Washington.
But Obey, who is retiring at the end of the year, is in danger of going out as a water carrier for the teachers’ unions–the man who gutted President Obama’s signature program on education, Race to the Top.
At issue is a $10 billion bill (down from $23 billion) to help states prevent devastating teacher layoffs. (The House approved the bill after this column was written on Thursday.) Without the money, we’ll see larger class size, four-day school weeks in more areas, and about 100,000 lost jobs, which in turn will strain services and harm the economy. As if the politics weren’t byzantine enough, the anti-layoff money has been attached to a bill funding the war in Afghanistan. This was meant to make it easier to win the support of war supporters, but House Speaker Nancy Pelosi now has to deal with House liberals who like the money for teachers, but not for the war.
K-12 Tax & Spending Climate: Illinois Stops Paying Bills
“We are a fiscal poster child for what not to do,” said Ralph Martire of the Center for Tax and Budget Accountability, a liberal-leaning policy group in Illinois. “We make California look as if it’s run by penurious accountants who sit in rooms trying to put together an honest budget all day.”
The state pension system is a money sinkhole and the most immediate threat. The governor and legislature have shortchanged the pensions since the mid-1990s, taking payment “holidays” with alarming regularity.
The state’s last elected governor, Rod R. Blagojevich, is on trial for racketeering and extortion. But in 2003, he persuaded the legislature to let him float $10 billion in 30-year bonds and use the proceeds for two years of pension payments.
That gamble backfired and wound up costing the state many billions of dollars. Illinois reports that it has $62.4 billion in unfunded pension liabilities, although many experts place that liability tens of billions of dollars higher.
Some Illinois districts give up middle school ideals
More from Ms. Cornelius.
Education Reform Stalls? Do Not (David) Obey
The recession is forcing states to raise taxes and cut budgets, including education budgets, which is a wildly stupid national policy both on short-term economic grounds and in terms of investing in future human capital. The responses to this crisis have been maddeningly short-sighted. On the right, and even the center, you have self-styled deficit hawks cheering state-level Hooverism. (The Washington Post editorial page opposes any federal aid to cushion education firings unless states first overhaul their hiring practices, which is of course impossible in that time frame.)
Now on the left you’re seeing an equally maddening response. House Appropriations Committee chairman David Obey proposes to fund money for saving teachers by cutting back funding for the Obama administration’s wildly effective “Race to the Top” program, which provides incentives to states that reform their education policy. Obey’s spokesman explains:“Mr. Obey has said, ‘When a ship is sinking, you don’t worry about redesigning a room, you worry about keeping it afloat,’ ” Brachman said. “He is not opposed to education reform. But he believes that keeping teachers on the job is an important step.”
Diane Marrero has more along with Valerie Strauss.
Needed – a way to finance the schooling we demand
California’s school finance system is broken, and our students are paying the consequences. As a result of this irrational finance system, students are being denied the opportunity to master the educational program the state requires.
Now, 60 students and parents, nine school districts, the California School Boards Association, the Association of California School Administrators and the California State PTA have filed a lawsuit, Robles-Wong vs. California, which argues that the California Constitution requires the state to provide a school finance system that supports the educational program students are entitled to receive.
Obama Dealt a Blow Over Education Initiatives
President Barack Obama’s education-overhaul agenda was dealt its first major setback after the U.S. House of Representatives diverted money from charter schools, teacher merit pay and the Race to the Top competition to help fund a jobs bill that would stave off teacher layoffs.
Even a last-minute veto threat by Mr. Obama late Thursday couldn’t prevent the diversion of $800 million, including a $500 million cut from Race to the Top, the president’s showcase initiative that rewards states for adopting innovative education redesigns.
Officials with the U.S. Department of Education vowed Friday to keep the president’s education agenda intact and find other places to make budget trims.
“We’re grateful they passed a jobs bills but not at the expense of the reform efforts we need for our long-term economic interests,” said Peter Cunningham, spokesman for the Education Department.
TJ Mertz offers a number of comments, notes and links on congressional efforts to reduce “Race to the Top” funding and increase federal redistributed tax dollar assistance for teacher salaries.
It is difficult to see the governance and spending approaches of the past addressing the curricular, teacher and student challenges of today, much less tomorrow.
Wisconsin Democrat Representative Tammy Baldwin votes with David Obey to Reduce Race to the Top Funding and Support Teacher Union Request to Avoid Layoffs
HR 4899 roll, via Democrats for Education Reform.
Sam Dillon:
The education measure provoked fierce debate, especially because it would reduce by $500 million the award money available to three dozen states that have submitted proposals in Round 2 of the Obama initiative, the Race to the Top competition.
To become law, the legislation needs Senate approval. The White House said in a statement that if the final bill included cuts to education reforms, Mr. Obama would most likely veto it.
“It would be short-sighted to weaken funding for these reforms,” the White House said.
Using stimulus money voted on last year, the Department of Education awarded $500 million to Tennessee and $100 million to Delaware in March, and has promised to distribute the $3.4 billion that remains among additional winning states this year. The House bill would reduce the money available to $2.9 billion.
Teachers’ unions lobbied for weeks for federal money to avert what the administration estimates could be hundreds of thousands of teacher layoffs.
Several dozen charter school and other advocacy groups lobbied fiercely against cutting Race to the Top, which rewards states promising to overhaul teacher evaluation systems and shake up school systems in other ways.
Mandatory School Board “Professional Development”? Yes, in New Jersey. “They Need to be Educated”
School committee members across the state will now also have to attend six hours of training each year on how to perform their community responsibilities.
Bill sponsor Sen. Hanna M. Gallo, D-Cranston, said the legislation’s genesis came from “a lot of people expressing concern that not all school committee members are aware of all the [educational] issues they should.”
Issues, such as how schools are financed, labor relations, teacher-performance evaluations, strategic planning and opening meetings laws that require members do their business in public, will be addressed.
“They need to be educated,” said Gallo. “It’s a big responsibility being on the school committee. It’s our children, our students and our future, and we have to make sure we do the job to the best of our ability.”
The school committee members will attend a program at Rhode Island College offered by the state Department of Elementary and Secondary education in cooperation with the Rhode Island Association of School Committees.
An obvious next step, given the growing “adult to adult” expenditures of our K-12 public schools, while, simultaneously, reducing “adult to child” time. Wow.
Related: Ripon Superintendent Richard Zimman:
“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).
US Census Bureau Public Finance Report: Madison’s per student spending is greater than all large Wisconsin Districts, but for Milwaukee
The illustration above is from page 124 and includes data on Wisconsin’s largest school districts.
2.8MB PDF, via a kind reader.
Per student spending numbers are always interesting and never consistent. Madison spends $15,241 per student, based on the 2009-2010 budget of $370,287,471 (24,295 students)
School Vouchers in DC Produce Gains in Both Test Scores and Graduation Rates
One should not under-estimate the impact of the DC school voucher program on student achievement. According to the official announcement and the executive summary of the report, school vouchers lifted high school graduation rates but it could not be conclusively determined that it had a positive impact on student achievement.
Something about those findings sounds like a bell striking thirteen. Not only is the clock wrong, but the mechanism seems out of whack. How can more students graduate from private schools if they weren’t learning more? Are expectations so low in the private sector that any one can graduate?
Peering beneath the press release and the executive summary into the bowels of the study itself one can get some, if not all the answers, to these questions.
Let’s begin with the most important–and perfectly uncontested–result: If one uses a voucher to go to school, the impact on the percentage of students with a high school diploma increases by 21 percentage points (Table 3-5), an effect size of no less than 0.46 standard deviations. Seventy percent of those who were not offered a school voucher made it through high school. That is close to the national average in high school graduation rates among those entering 9th grade four years earlier. As compared to that 70 percent rate among those who wanted a voucher but didn’t get one, 91 percent of those who used vouchers to go to private school eventually received a high school diploma.
Branchburg, NJ School District in turmoil
After five rounds of meetings, the Branchburg teachers union and the board of education have declared an impasse, saying they could not come to an agreement on a salary freeze and a switch to the state’s public health insurance plan.
A state moderator will now preside over negotiations. If an agreement cannot be reached over both, the school board will have to come up with those savings elsewhere because the school board budgeted the salary freeze already, and the Township Committee included the health insurance plan in its recommendations when it decided the school board needs to cut $1.5 million from its budget.
Tensions over these negotiations bubbled over on Thursday, June 24, at the same time that the school board approved new cuts that bring the number of laid-off school employees to approximately 55.
More California School Districts on the Financial Brink
An increasing number of California school districts are edging closer to financial insolvency, state officials reported Tuesday.
One immediate effect has been the layoff of teachers — probably in the thousands, although neither state officials nor the California Teachers Assn. has final numbers.
Since the beginning of 2010, the number of school systems that may be “unable to meet future financial obligations” has increased by 38%, according to the state Department of Education.
“Schools on this list are now forced to make terrible decisions to cut programs and services that students need or face bankruptcy,” said state Supt. of Public Instruction Jack O’Connell.
Retired, then rehired: How college workers use loophole to boost pay
Greg Royer ranks among the state’s top-paid employees, with a salary of $304,000. But that’s just part of his income. For nearly seven years, he’s also collected an annual pension of $105,000.
Royer, the vice president for business and finance at Washington State University, tops a long list of college administrative staff members who’ve been able to boost their incomes by up to 60 percent by exploiting a loophole in state retirement laws.
A Seattle Times investigation has found that at least 40 university or community-college employees retired and were rehired within weeks, often returning to the same job without the position ever being advertised. That has allowed them to double dip by collecting both a salary and a pension.
The pattern of quickie retirements has continued despite the Legislature’s efforts to crack down.
Madison Teachers’ Harlem trip’s aim is to aid ‘culturally relevant’ teaching
Lanyon, Grams, and fellow Hawthorne teachers Julie Olsen and Abby Miller received a grant from the national nonprofit Fund for Teachers that allowed them to travel to Harlem to learn about the art, music, poetry, literary history and drama of this hub of African-American life. They all agree that they now have a new appreciation for the richness of black culture and its profound impact on American life and culture as a whole.
For these four, plus a dozen more local educators whose travel was covered by a couple of additional grants, the experience was part of a wider effort to help them better teach in what’s known as a culturally relevant way.
“Culturally relevant practice” is a relatively new movement in education that recognizes that learning, for all of us, is related to our cultural background and what we know from our daily living. Research shows that effectively bridging the gaps between a teacher’s background and student’s experience can improve academic performance.
Andreal Davis is one of two district administrators in charge of helping to create culturally relevant practices in local classrooms. A former elementary school teacher at Lincoln, Davis, who is black, now helps colleagues recognize that different groups of children bring their different backgrounds, expectations and even communication styles to the classroom.
She says teachers sometimes need help learning to translate different ways their students learn, or what kind of interactions make sense to different groups of children.
“Communication styles for all of us can vary a great deal. It can be like the difference between listening to conventional music, or listening to jazz, where the narrative doesn’t just go in a straight line,” she explains. “If that flow is what you’re used to, it’s what you know how to follow in a conversation, or in a class.”
Given Hawthorne’s demographics — 70 percent of the students are poor, with a diverse population that includes 18 percent Hispanic, 20 percent Asian, 32 percent black and 28 percent white — the school has respectable, rising test scores.
People who saw the recent Madison screening of The Lottery saw another part of the Harlem world: the battle between the traditional public school system and charters, specifically the Harlem Success Academy.
Quality, not seniority, of teachers should be considered
I’m going to turn 60 soon and my job title at Marquette Law School these days is “senior fellow,” so I have a disposition to respect seniority. Especially when other things are equal, you should earn some standing by dint of long service.
But do you think Trevor Hoffman should be sent out to pitch the ninth inning for the Brewers just because he has seniority over everyone else on the team? Of course not. Put in the best pitcher.
I may be in a minority, but I regard baseball as a game, as entertainment.
Education is not a game. It’s as crucial a matter as any facing Milwaukee.
So why don’t schools follow this simple lesson from sports: You stand your best chance of winning when you field your best players?
Milwaukee is well on its way this summer to a vivid lesson in seniority in action. Milwaukee Public Schools administrators have given layoff notices to 482 teachers, as well as 816 other employees.
Related: An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria.
Ripon Superintendent Richard Zimman:
“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).
Is New Hampshire’s Anti-Tax Stance Hurting Schools? A Quick Look at NAEP Scores Does Not Indicate that Spending is a Problem
State and local tax burdens vary greatly from state to state. New Hampshire, for instance, has no income or sales tax — but its neighbor Vermont has both. Fiscal conservatives say New Hampshire’s long history of low taxes has forced the state to keep spending in line. But New Hampshire residents say that tradition of fiscal austerity has exacted a price on the state’s schools.
NAEP 4th grade average math scale score: New Hampshire: 251; Wisconsin 244; Vermont 248, Massachusetts 252, Minnesota 249, Iowa 243. Low income: New Hampshire: 237; Wisconsin 229; Vermont 235, Massachusetts 237, Minnesota 234, Iowa 232.
NAEP 4th grade average reading scale score (national average is 220): New Hampshire: 229; Wisconsin 220; Vermont 229, Massachusetts 234, Minnesota 223, Iowa 221. Low income (national average is 206): New Hampshire: 213; Wisconsin 202; Vermont 215, Massachusetts 215, Minnesota 203, Iowa 208.
NAEP 8th grade average reading scale score (national average is 262): New Hampshire: 271; Wisconsin 266; Vermont 272, Massachusetts 274, Minnesota 271, Iowa 265. Low income (national average is 249): New Hampshire: 257; Wisconsin 249; Vermont 260, Massachusetts 254, Minnesota 252, Iowa 253.
NAEP 2005 Science Assessment is here
School Is Turned Around, but Cost Gives Pause
As recently as 2008, Locke High School here was one of the nation’s worst failing schools, and drew national attention for its hallway beatings, bathroom rapes and rooftop parties held by gangs. For every student who graduated, four others dropped out.
Now, two years after a charter school group took over, gang violence is sharply down, fewer students are dropping out, and test scores have inched upward. Newly planted olive trees in Locke’s central plaza have helped transform the school’s concrete quadrangle into a place where students congregate and do homework.
“It’s changed a lot,” said Leslie Maya, a senior. “Before, kids were ditching school, you’d see constant fights, the lunches were nasty, the garden looked disgusting. Now there’s security, the garden looks prettier, the teachers help us more.”
Milwaukee Teacher’s Union Eats Its Young
In the last couple weeks, we’ve seen the dispiriting spectacle of layoff notices going to nearly 500 Milwaukee Public Schools teachers. This includes some excellent ones let go simply because they have less seniority. This will mean even bigger average class sizes – and further declines in quality – for a district already struggling badly. And a clear culprit is the teachers union.
The union has always been more concerned about its veteran teachers, more worried about pensions than starting salaries for new teachers. Union officials have argued that this “career ladder” will attract new teachers, but that’s nonsense: What twentysomething teacher is thinking about a retirement that is at least 30 years away? Milwaukee teachers were already part of the excellent state pension system, yet back in the late 1990s, the union successfully pushed for an unneeded, supplementary plan that used local tax dollars to sweeten the pension for a select group of long-term teachers.
MPS officials argue that none of the recent layoffs would have been necessary if the union would agree to switch from its Aetna insurance plan to a lower-cost plan offered through United Healthcare. This could save the district some $48 million, enough to prevent any job layoffs for teachers, school board president Michael Bonds claims. “I’m not aware of any place in the nation that pays 100 percent of teachers’ health care benefits and doesn’t require a contribution from those who choose to take a more expensive plan,” Bonds told the press.
Scary things in U.S. report on school vouchers: “The Program significantly improved students’ chances of graduating from high school”
This isn’t actually about vouchers. It’s about a new government report (pdf) on a school vouchers program in Washington, D.C., that reveals just how perversely narrow our view of “student achievement” has become.
Issued this week by the Education Department, the report is the final evaluation of the D.C. Opportunity Scholarship Program ordered by Congress.
The program was the first federally funded private school voucher program in the country. Since 2004, more than 3,700 students — most of them black or Hispanic — have been awarded scholarships, each worth up to $7,500 tuition. Since Congress refused to reauthorize the program, no new students are being accepted.
The new evaluation of the program is remarkable for how it describes student achievement. It says: “There is no conclusive evidence that the OSP affected student achievement.”
What is student achievement? In this report it is all about standardized test scores. The evaluation says:
“On average, after at least four years students who were offered (or used) scholarships had reading and math test scores that were statistically similar to those who were not offered scholarships.”
I wonder how much was spent per student in the voucher schools vs the traditional public districts?
Somewhat related: Wisconsin Senator Russ Feingold voted to kill the DC Voucher program, along with the Democrat majority.
U.S. education chief talks change at Mill Valley event
America needs to make “fundamental, dramatic change” to the kind of education called for in the No Child Left Behind Act of 2001, U.S. Secretary of Education Arne Duncan said Friday in a meeting with local educators in Mill Valley.
The nation’s education chief said the federal government should reward rather than punish struggling schools, that it should support art, music and physical education classes in addition to math and science and that it should encourage reforms that come from the local level, rather than imposing them from on high.
“The law needs to be less punitive. Right now, there are 50 ways for schools to fail for every way there is for them to succeed,” Duncan said. “And we have to make sure students have a more well-rounded education, not just in high school, but in the first and second grade.”
But Duncan had few specific examples of those changes, which he outlined before a crowd of Marin and Sonoma teachers, administrators and school board members at an event hosted by Rep. Lynn Woolsey, D-Petaluma, at Tamalpais High School.
Fox Valley leaders take wait, see approach on school funding overhaul
“The devil is in the details, obviously,” Paul Hauffe, director of business services in the Neenah Joint School District, said Friday. “And how will it affect one district versus another, and what actually is the change going to be? We’re keeping an eye on it.”
Wisconsin education leaders on Thursday praised the proposed plan, which would do away with $900 million in property tax credits for homeowners and instead give the money directly to schools.
Vicki McKenna on Reduced Class Time for Madison’s Grade 6-12
25mb mp3 audio file. Much more on the increased adult to adult expenditures and staff time in the Madison School District here.
Vancouver School Board’s Budget pain is not unique
Name-calling going on in the city belies reality that education budgets being slashed across Western Canada
For weeks now there has been an entertaining fight going on between the Vancouver School Board and the B.C. Education Ministry. It has often devolved into petty name-calling. There have been public tears, accusations and counter-accusations.
The public doesn’t quite know who to believe.
Boards in B.C. have to balance their budgets by law. The Vancouver board says it has a $17-million shortfall, mostly because the province doesn’t give it enough money to operate. Balancing its budget will mean closing schools, the board chair has said, which will be a blow to many parents and their children.
The government blames the problem on the incompetence of the board. It remains to be seen just how long Education Minister Margaret MacDiarmid will allow the current group of trustees to continue running the show.
Such drama.
The Common Core Math Standards: When Understanding is Overrated
Barry Garelick, via email:
Earlier this month, the Common Core State Standards Initiative (CCSSI)–a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)–issued the final version of its math standards for K-12.
The draft standards were released in March and CCSSI allowed the public to submit comments on the draft via their website. Over 10,000 comments were received. The U.S. Coalition for World Class Math was one of the commenter’s and I had a hand in drafting comments. We were concerned with the draft standards’ use of the word “understand” and pointed out that the use of this verb results in an interpretation by different people for different purposes. I am pleased to see that the final version of the standards has greatly reduced the use of the word “understand”, but I remain concerned that 1) it still is used for some standards, resulting in the same problems we raised in our comments, and 2) the word “understand” in some instances has been replaced with “explain”.
I am not against teaching students the conceptual underpinnings of procedures. I do not believe, however, that it is necessary to require students to then be able to recite the reasons why a particular procedure or algorithm works; i.e., to provide justification. At lower grade levels, some students will understand such explanations, but many will not. And even those who do may have trouble articulating the reasons. The key is whether they understand how such procedure is to be applied, and what the particular procedure represents. For example, does a student know how to figure out how many 2/3 ounce servings of yogurt are in a ¾ ounce container? If the student knows that the solution is to divide ¾ by 2/3, that should provide evidence that the student understands what fractional division means, without having to ask them to explain what the relationship is between multiplication and division and to show why the “invert and multiply” rule works each and every time.
The Political Assault on Art Education
A few years ago a “contemporary artist” named Judi Werthein made headlines when she distributed specially designed and equipped sneakers to Mexicans waiting to cross the U. S. border. She called her piece “Brinco,” from the Spanish word for “jump.” Sneakers are also apt here. Ms. Werthein’s shoes–equipped with a compass, map, flashlight, and medication–were intended to assist people engaging in illegal immigration.
Dipti Desai, who directs the art education program at New York University’s Steinhardt School, thinks that “Brinco” should be studied in America’s art classrooms. At the National Art Education Association (NAEA) convention in April, she praised contemporary artists who use “a wide range of practices” to criticize U. S. immigration policy. If like-minded NAEA members can persuade Congress, your children may soon be studying works like “Brinco” in school.
A Proposal To Rewrite Wisconsin’s $5,200,000,00 in Redistributed State Tax Dollars for K-12 Districts
The school levy credit shows up as a reduction on property tax bills mailed in December, and killing it would be difficult politically.
But according to Dale Knapp of the Wisconsin Taxpayers Alliance, the proposal would simply move money around and would have little effect on the problems schools face.
“Some districts will pay less, some will pay slightly more, but the schools will be in the same boat they were before,” he said.
The state uses the school levy tax credit to help reduce property taxes that provide local money for schools. It was created in 1996 and it has grown by more than 400 percent since.
Evers stressed that putting the tax credit money into the aid formula, then redistributing it to schools under a reworked formula, would not result in a net increase statewide in property taxes. It would, however, mean higher or lower taxes for individuals, depending on their school district.
Bloomberg: Obama’s Greatest Challenge is Education
New York City Mayor Michael Bloomberg just spent 20 minutes speaking with New York Times’ chairman Arthur Sulzberger, Jr. at the New York Forum.
Following are some of the highlights from that conversation:
– The government’s first job is to promote economic activity. Give people the ability to enjoy life, keep food on plate, roof on head.
– The big problem NY State faces is that its number one industry is finance. Washington has forgotten that the economic engine for the United States is finance. Nothing works without it. Credit derivative swaps don’t sound good, so the government decided to go after the banks. That is potentially very damaging to the country. If you want to create jobs you have to have banks willing to provide loans. You can’t have it both ways.
Nashville mayor: Education is key to attracting tech jobs
Improving public education remains the top goal of Mayor Karl Dean as his administration and the Nashville Area Chamber of Commerce begin work on a new five-year economic development plan.
Education is the key to bringing higher-paying technology jobs to Nashville, a key focus of the so-called Partnership 2020 initiative outlined at a chamber gathering Monday afternoon.
It’s a new take on the program the city and the chamber first launched in 1990, which most recently has been known as Partnership 2010 and has been credited with bringing more than 600 new companies to the area over those two decades.
“Our focus has changed,” the mayor said before addressing chamber members. “There will be more of an emphasis on facets of our economy such as music, where a lot of the technology jobs will be created. But education is the single biggest thing we need to get right.”
Ottawa-Carleton School board passes two-year budget (C$10,829/student)
Committing a future board to making cuts — particularly when this is an election year — was difficult for some trustees to swallow, but the Ottawa-Carleton District School Board passed a balanced budget late Tuesday night.
Weary applause broke out after the final vote was tallied and board chair Cathy Curry declared the process over for another year.
“Superintendent Clarke, your blood pressure can go right back down to normal levels,” she joked.
With the public school board facing a $14.9-million deficit, it was Michael Clarke, the board’s chief financial
officer, who devised a two-year plan that would see trustees approve some cuts for the 2010-2011 school year and some for the following year.
Otherwise, Clarke said, a year from now, the board could face even tougher challenges and have less money to address them.
But with a school board election in the fall and fears the proposed cuts could cause unnecessary grief for the public, some trustees opposed the idea of a two-year plan.
The Ottawa-Carleton proposed budget was C$731,100,000 for 67,511 students (C$10,829/student). Madison spends US$15,241 per student.
K-12 Tax & Spending Climate: Chancellor Merkel Rebuffs President Obama’s Call to Boost Spending (and deficits)
Marcus Walker & Matthew Karnitschnig:
Chancellor Angela Merkel roundly rebuffed U.S. President Barack Obama’s call for Germans to aid the global recovery by spending more and relying less on exports, even as she warned that Europe’s own financial crisis is far from over.
In an interview with The Wall Street Journal in her Berlin chancellery, an unapologetic Ms. Merkel said the nations that share the beleaguered euro have merely bought some time to fix the flaws in their monetary union. She called on the Group of 20 industrial and developing nations meeting in Toronto this weekend to send a signal that tougher financial-market regulation is on its way to dispel the impression that momentum is fading amid resistance by big banks.
She took aim at an idea voiced by France, the U.S. and others that Germany could help global producers by spurring its persistently weak consumer demand. The latest call came in a letter last Friday from Mr. Obama to the G-20, in which he asked big exporters–Germany, China and Japan–to rebalance global demand by boosting consumer spending rather than exports.
D.C. school vouchers — the last word?
On Tuesday, the U.S. Department of Education issued its final evaluation of the D.C. Opportunity Scholarship Program — aka school vouchers.
To review, the federally funded voucher program is on life support. The Democratic Congress has thus far resisted attempts to reauthorize the program. The Obama administration last year budgeted enough money to allow current voucher holders to complete their high school educations, but not enough to allow new applicants; Congress has maintained that approach since.
So will the study move the ball? Here’s what it found: (a) “There is no conclusive evidence that the [voucher program] affected student achievement.” (b) The program “significantly improved students’ chances of graduating from high school” — by 12 percent. And (c), the program “raised parents’, but not students’, ratings of school safety and satisfaction.”
An initial glance at those results — no rise in test scores, but a significant rise in graduation rates — would fall into the category of mixed results. And mixed results, given the heated political climate under which the voucher program operates, means plenty of room for spin.
Fulton school board adopts $803 million budget (About $8,922 per student. Madison Spends $15,241 Per Student)
The Fulton County Board of Education gave final approval Tuesday to a $803.1 million budget for the 2011 school year.
Although the district is still waiting on numbers from the tax assessor’s office, the final tally was based on increasing the millage rate by 1 mill.
“This has been the must difficult budget year that I’ve ever seen,” said Superintendent Cindy Loe.
The board is expected to tentatively adopt the millage rate at 11 a.m. Tuesday at the district’s administrative center. It will then hold three public hearings: on July 6 at 11 a.m. at the administrative center and at 6 p.m. at Dunwoody Springs Elementary Charter School in Sandy Springs; and 10:30 a.m. July 15 at the administrative center.
Fulton County Schools statistics. Notes and links on Madison’s per student spending here.
DC Vouchers Boost Graduation Rate
The Department of Education released the final report of the evaluation of the DC Opportunity Scholarship Program today. The major finding of this report, and it is MAJOR, is that students who were randomly selected to receive vouchers had an 82% graduation rate. That’s 12 percentage points higher than the students who didn’t receive vouchers. Students who actually used their vouchers had graduation rates that were 21% higher. Even better, the subgroup of students who received vouchers and came from designated Schools in Need of Improvement (SINI schools) had graduation rates that were 13 percentage points higher than the same subgroup of students who weren’t offered vouchers-and the effect was 20 percentage points higher for the SINI students who used their vouchers!
This is a huge finding. The sorry state of graduation rates, especially for disadvantaged students, has been the single largest indicator that America’s schools are failing to give every student an equal chance at success in life. Graduating high school is associated with a number of critical life outcomes, ranging from lifetime earnings to incarceration rates. And, despite countless efforts and attempts at reform, changing the dismal state of graduation rates has been an uphill battle.
Of course, the uphill battle will continue. As most are aware, Congress voted to kill the DC voucher program last year, despite evidence that the program had significantly improved reading achievement for students who received scholarships. That evidence didn’t count for much when faced with opposition from teachers’ unions.
Reduced Grade 6-12 Class Time in the Madison School District?
What’s one sure-fire way to stress out parents? Shorten the school day.
And that’s exactly what the Madison school district is proposing, starting next year, for grades six to 12. According to a letter recently sent to middle school staff by Pam Nash, the district’s assistant superintendent of secondary schools, ending school early on Wednesdays would allow time for teachers to meet to discuss professional practices and share ideas for helping students succeed in school.
“I am pleased to announce that as a result of your hard work, investment and commitment, as well as the support of central administration and Metro busing, together we will implement Professional Collaboration Time for the 10-11 school year!” Nash wrote enthusiastically.
Despite Nash’s letter, district administrators appeared to backpedal on Monday on whether the plan is actually a done deal. Thus far there has not been public discussion of the proposal, and some teachers are expressing reservations.
Some middle school teachers, however, who also happen to be parents in the district, say they have some serious concerns about shortening the day for sixth-, seventh- and eighth-graders. Not only will there be less time spent on academics each week, they say, but the additional unsupervised hours will pose a problem for parents already struggling to keep tabs on their adolescent kids.
This expenditure appears to continue the trend of increased adult to adult expenditures, which, in this case, is at the expense of classroom (adult to student) time.
Related: Ripon Superintendent Richard Zimman:
“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).
Competition boosts public schools
During a debate last February in Tallahassee on a proposal to expand a scholarship program that allows poor children to go to private schools, state Sen. Frederica Wilson decried the legislation.
“We’re taking children out of the public schools and making them weaker,” the Miami Democrat said. “This is not America.”
A recent study by a highly regarded Northwestern University researcher shows how wrong Wilson was. Florida voters are fortunate that the Legislature passed the bill and Gov. Charlie Crist signed it into law.
The study found public schools’ performance improved when they were faced with the possibility of losing students to private schools.
At issue is the Florida Tax Credit Scholarships, which provide vouchers to children from poor families.
San Francisco Schools $578,572,407 Budget Discussions ($10,331 per student, 47% less than Madison)
The San Francisco school board will face the unsavory task Tuesday of approving a budget that cuts virtually every program offered to the city’s schoolchildren.
Art would be cut. Music too. Counselors. Physical education. Books. Summer school. Teachers. Custodians. Administrators.
All cut by a little or a lot.
The 444-page budget document up for a vote Tuesday, the board’s last meeting before summer break, has been months in the works as district officials struggled to figure out how to balance the books despite a $113 million budget shortfall expected over the next two years.
“It’s not a good budget,” said board member Rachel Norton. “How could you say that cutting 20 percent of the programs is a good budget? But it really could have been so much worse.”
The $578 million spending plan includes $255 million in restricted money that has to be spent on specific programs, including special education, school meals and facilities. The rest pays for salaries and the day-to-day costs of educating the district’s nearly 50,000 students and running its 105 schools, 34 preschool sites and nine charter schools.
Madison’s 2009-2010 budget was $370,287,471, according to the Citizen’s Budget, $15,241 per student (24,295 students). More here.
San Francisco’s 3.4MB budget document includes detailed per school allocations (numbered page 51, document page 55)
Wisconsin Gubernatorial Candidate Mark Neumann Wants To Get Rid Of Teacher Certification
Channel3000.com, via a kind reader:
Republican gubernatorial candidate Mark Neumann is proposing to get rid of state certification for teachers as part of an education reform plan.
Neumann also is proposing a series of incentives that will encourage private schools and public charter schools to compete with and replace failing public schools.
Neumann is outlining his plans during news conferences in Milwaukee, Madison and Green Bay.
In a phone interview, he said the state should provide suggested qualifications for educators, but actual hiring decisions should be left up to local school boards, superintendents and principals.
Neumann acknowledges that many of his proposals would need approval from the Legislature.
Related: Janet Mertz: An Email to Madison Superintendent Dan Nerad on Math Teacher Hiring Criteria.
Protecting Georgia schools is Porter’s passion
In the Legislature, Porter chaired key education committees and proved to be a quick study who mastered the intricacies of complex legislation. As then-Gov. Zell Miller’s floor leader, he sponsored the HOPE scholarship bill that has paid college tuition for Georgia students and funded voluntary pre-kindergarten programs.
Last year, Porter popped into a third-grade classroom at Saxon Heights Elementary School when he saw a teacher giving a lesson on Thurgood Marshall. Porter, a longtime lawmaker, newspaper publisher and lawyer, sat down and observed before finally asking, “May I?”
With the teacher’s permission, he then recounted the life and times of the groundbreaking NAACP lawyer and first African-American to serve as a U.S. Supreme Court justice
Madison School Board Member Ed Hughes New Blog: A Number of Comments on Maintenance Spending & Budgeting
I plan to write in more detail about why I dislike the tradition of explaining property tax levy changes in terms of the impact on the owner of a house assessed at a value of $250,000. The editorial in this morning’s State Journal is evidence of how reliance on the $250,000 house trope can lead to mischief.
Here are the third and fourth paragraphs of the editorial:
“The Madison School Board just agreed to a preliminary budget that will increase the district’s tax on a $250,000 home by about 9 percent to $2,770. The board was dealt a difficult hand by the state. But it didn’t do nearly enough to trim spending.
“Madison Area Technical College is similarly poised to jack up its tax bite by about 8 percent to $348. MATC is at least dealing with higher enrollment. But the 8 percent jump follows a similar increase last year. And MATC is now laying the groundwork for a big building referendum.”
Blog address: http://edhughesschoolblog.wordpress.com/, RSS Feed.
I’m glad Ed is writing online. Two Madison School Board seats are open during the spring, 2011 election: the two currently occupied by Ed and Marj Passman.
N.J. School Boards Association to spend millions on renovations despite cutbacks at schools
The publicly financed lobby for New Jersey’s school boards is spending millions to renovate its headquarters, even as local districts face massive state aid cuts, defeated budgets and construction proposals, and pending teacher layoffs
The New Jersey School Boards Association collects more than $7 million a year from 588 member districts, which are legally required to join. It has socked away so much in dues and conference fees — $12.3 million, an amount greater than the group’s annual operating budget — that it is paying cash for the improvements.
It also paid $1.6 million in cash for 10 suburban acres where it had hoped to build an $18 million conference center. But the board abandoned that plan and put the land back on the market.
The most recent projected cost for the headquarter’s renovations was $6.3 million. But that figure could grow an additional $600,000 to $1 million, as the contractor decides whether to fix or replace the building’s walls of glass windows, officials said. In the meantime, its 70 employees — including five lobbyists paid to influence legislation — are working in leased office space.
Andrew Cuomo to New York State School Districts: Drop Dead
Governor-in-Waiting Andrew Cuomo loves how lame duck Governor David Paterson has grown a set of balls and has rammed through nearly half the state budget through the piecemeal passage of budget extenders — daring any legislator who votes no to be accused of voting to shut down state government.
The state fiscal year is nearly one-quarter over — and there’s still no adopted state budget. Governor Paterson has twice rammed through extenders to keep the state government operating — and incorporated components of his budget proposal each time. Next up, supposedly, is the diciest and arguably most important part of the budget; education. On Fred Dicker’s radio show on Friday, Andrew Cuomo suggested that the Governor embed a property tax cap in the next budget extender. What’s that about? A property tax cap has nothing to do with the state budget. A bit of advice to the wanna-be Governor: take the job of being governor seriously. I serve on a school board in Westchester County — and we’ve taken a look at the cost of state mandates on our budget (ergo our school tax burden) and in the aggregate they total over 15% of our entire school budget. Neither the Governor nor the legislature seems to be able to deal with rolling back state mandates (the unfunded costs for which get pushed down to local municipalities and school districts). That’s hard. Advocating for a property tax cap? That’s easy.
Detroit school board head quits after complaint alleging inappropriate behavior
In the you-can’t-make-up-this-stuff category:
Otis Mathis, the president of the Detroit Board of Education, was accused of fondling himself for 20 minutes in a meeting with the system’s superintendent and quit right after the incident, but now is seeking to take back his resignation, the Detroit Free Press reports.
In this article, the newspaper says that board Vice President Anthony Adams plans to move ahead and post the vacancy.
Superintendent Teresa N. Gueyser filed a detailed complaint addressed to Adams about Mathis, saying he used a handkerchief while masturbating in front of her the entire time she was speaking.
Her complaint says that she has witnessed other unacceptable acts by Mathis and that she had informed him some time ago to have no physical contact with her, including handshaking.
Missing in Newark: Its Teachers
Poor attendance has been plaguing the beleaguered Newark schools–but the teachers are the ones missing class.
Nearly half of all Newark teachers took at least two weeks of sick leave last year, and more than a quarter of them took three weeks or more off.
The district instituted an attendance-improvement program in October, but even so about 7% of the district’s teachers are absent on an average day, nearly twice the urban-district average of 4%, said Valerie Merritt, a spokeswoman for the system.
With more than 40,000 students, Newark represents one of the largest and most vexing school systems in the Northeast. The district was taken over by the state in 1995 and since then has seen three state-appointed superintendents and little change in student performance
Madison Schools $23,000,000 Maintenance Referendum Spending Continues to Raise Questions
Don Severson, Vicki McKenna and Brian Schimming discuss what happened to the Madison School District’s $23,000,000 2005 maintenance referendum. 26MB mp3 audio file.
That’s Debatable: Funding public education
Scot, looks like the Son of Stimulus, although stalled, is still on the agenda in Washington. You know, the plan to bail out local and state units of government with another boatload of “one time” money. Predictably, they are dressing this up as the salvation of “teachers” and will use the inflated figure of 300,000 teachers whose will be canned if this bloat doesn’t pass. But all it means is the federalization of local and state deficits, which will only accelerate our descent into Greece-like insolvency. At some point this ridiculous spending spree has to stop, because it has already exceeded our ability to pay. But, I know, “It’s for the kids!”
Ross Actually, I’d say “It’s for our future.” Thousands of Wisconsin teachers are facing layoffs, and students from all across the state could be forced into larger classes with less personal attention, fewer course choices and even cuts to instructional time. This responsible education funding plan would provide badly needed support in Wisconsin to save or create 6,100 jobs. Education has to be a top priority. After decades of underfunding at the hands of Republican administration and failed promises made through “No Child Left Behind,” we have a simple choice: Support education and our children, or give up on this country’s future greatness.
K-12 Tax & Spending Climate: Can’t Pay, Won’t Pay
THE state of Illinois has a rather crude way of coping with its ballooning budget deficit. It stops paying bills. Already, it has failed to pay more than $5 billion-worth. State legislators are paying their own office rent to avoid eviction. Schools and public universities are having their budgets cut.
Illinois owes Shore Community Services, a non-profit agency in suburban Chicago, some $1.6m for services to the mentally disabled. The agency has had to lay off a dozen staff. Jerry Gulley, the executive director, says his outfit’s line of credit could be exhausted soon. The bank will not accept the state’s IOUs as collateral. “That’s how sad it is,” shrugs Mr Gulley.
Madison School District Tax Climate:
Wisconsin State Journal Editorial:
It’s beginning to look a lot like another lump of coal will land on local property taxpayers just before the holidays in December.
That’s when tax bills go out to mailboxes. And so far, the tax burden is shaping up to soar at a rate far out of scale with ordinary people’s ability to pay.
The Madison School Board just agreed to a preliminary budget that will increase the district’s tax on a $250,000 home by about 9 percent to $2,770. The board was dealt a difficult hand by the state. But it didn’t do nearly enough to trim spending.
Madison Area Technical College is similarly poised to jack up its tax bite by 9 percent to $348. MATC is at least dealing with higher enrollment. But the 9 percent jump follows a nearly 8 percent increase last year. And MATC is now laying the groundwork for a big building referendum.
Then comes Dane County and the city of Madison.
Related: Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding.
K-12 Tax & Spending Climate: Reality of America’s fiscal mess starting to bite & Greenspan Says U.S. May Soon Reach Borrowing Limit
If you pop into a toilet on the Seattle waterfront this summer, you might see over-flowing bins. The reason? A polite notice explains that “because of 2010 budget reductions”, the Seattle government can no longer afford to “service this comfort station” each day. Hence the dirt.
Investors would do well to take note. In recent months, America’s fiscal mess has assumed a rather surreal air. On paper, the country’s federal-level deficit and debt numbers certainly look very scary. But in practical terms, the impact of those ever-swelling zeroes still seems distinctly abstract.
Jacob Greber:
Former Federal Reserve Chairman Alan Greenspan said the U.S. may soon face higher borrowing costs on its swelling debt and called for a “tectonic shift” in fiscal policy to contain borrowing.
“Perceptions of a large U.S. borrowing capacity are misleading,” and current long-term bond yields are masking America’s debt challenge, Greenspan wrote in an opinion piece posted on the Wall Street Journal’s website. “Long-term rate increases can emerge with unexpected suddenness,” such as the 4 percentage point surge over four months in 1979-80, he said.
Clearly, public and private organizations must endeavor to manage the funds available wisely.
Rhode Island’s new school aid formula: Some will win, some will lose
After years of failed attempts, Rhode Island finally has a statewide school-financing formula, its first in two decades.
The complex formula, which was developed by the state Department of Education and researchers at Brown University, goes into effect for the 2011-12 school year and is intended to redistribute about $705 million a year in direct aid to school districts, charter and state-operated schools — without adding a lot of new money to the system.
Critics have been quick to point out that the formula creates a new system of winners and losers, giving more state aid to districts where student enrollments have increased or that serve high numbers of low-income students, while cutting districts that have lost students or serve fewer poor students.
California and the “Common Core”: Will There Be a New Debate About K-12 Standards?
A growing chorus of state and federal policymakers, large foundations, and business leaders across the country are calling for states to adopt a common, rigorous body of college- and career-ready skills and knowledge in English and mathematics that all K-12 students will be expected to master by the time they graduate.
This report looks at the history of efforts to create common education standards, in particular the Common Core State Standards Initiative. It also describes factors California may consider when deciding whether to adopt them.
Highlights:
The Common Core is the latest effort to create rigorous, common academic standards among states
California is supporting the concept of common standards, but state law calls for further review and leaves the adoption decision to the State Board of Education
Issues surrounding the adoption include the quality of the Common Core standards and their relationship to the state’s current standards as well as costs and other implementation concerns
Common Core or not, California might decide to review its current standards and expectations for students
Related: California State Academic Content Standards Commission:
On January 7, 2010, the Governor signed into law Senate Bill X5 1 (Steinberg). The bill calls for California’s academic content standards in English Language Arts and Mathematics to be examined against the Common Core Standards that were released in final form on June 2, 2010. The bill also calls for the establishment of the California Academic Content Standards Commission. The Governor and Legislature have made the required appointments to the commission.
Candidates call for Oklahoma education reform
The five candidates for Oklahoma’s superintendent of schools were asked Wednesday how they would reform education in a state that ranks near the bottom of the nation for funding and also lags behind in the number of college graduates.
All agreed the state’s education system is in need of change, but differed in their vision of a successful system.
Democrat Jerry Combrink said after 30 years as the superintendent of two school districts in rural southeastern Oklahoma, he knows students need options, and not every student is going to college.
“I believe that we need to prepare students for the future they want. Develop a two-track system … so students who are not going to college are not diluting the teaching efforts of the students who are.”
His opponent in the July 26 primary, state Sen. Susan Paddack, D-Ada, said the state needs a strategic plan that will use test results to track improvements and failures.
K-12 Tax & Spending Climate: Are State Public Pensions Sustainable? Why the Federal Government Should Worry About State Pension Liabilities
This paper analyzes the flow of state pension benefit payments relative to asset levels and contributions. Assuming future state contributions fund the full present value of new benefits, many state systems will run out of money in 10-20 years if some attempt is not made to improve the funding of liabilities that have already been accrued. The expected shortfalls raise the possibility that the federal government will be faced with a decision as to whether to bail out states driven to insolvency by their pension programs.
Chicago Teachers Increasingly Complaining About TIF
Facing an estimated $427 million FY 2011 deficit, the Chicago Board of Education gave CPS CEO Ron Huberman emergency power to raise class sizes and lay-off almost 3,000 public school teachers. The schools’ chief has not agreed to follow through with that plan quite yet. Instead, he’s offering a “menu of possible concessions” to the Chicago Teachers Union and its new president-elect, Karen Lewis. Neither side will disclose what’s on the list, although Lewis told the Reader’s Hunter Clauss that she’s hoping to survey her members this summer to find out exactly where they are willing to budge. “These official actions were partly procedural, and partly a way for Huberman and the board to publicly and skillfully back the teachers union into a corner,” adds Catalyst’s Sarah Karp.
In several print and television interviews yesterday morning, Lewis offered Huberman some alternative ways to trim costs. The new president set her sights on the city’s contracts with consultants, which she said cost $300 million per year. She also discussed trimming the central office payroll and eliminating a $60 million program that provides curriculum packages and coaching to high schools. But to get a clear sense of the Daley administration’s priorities, and find out where waste might exist, Lewis stressed that the budgeting process needs to be considerably more transparent to teachers and parents alike.
It took repeated Freedom of Information Act requests, for example, for the city to post basic payroll information online. And they’ve ignored consistent appeals to provide serious internal data on the effect of the city’s tax increment financing system (TIF) on schools. From her acceptance speech this weekend (watch it here):
District Graduation Rate Map Tool
Education Week, via a kind reader:
EdWeek Maps is the only place to find comparable, reliable, readily accessible data on graduation rates and other indicators for every school district and high school in the country.
The Editorial Projects in Education Research Center is proud to present this powerful online mapping tool to help the public, policymakers, and educational leaders combat the nation’s graduation crisis. EdWeek Maps is the only place to find comparable, reliable data on graduation rates for every school district and high school in the country.
This Web-based application allows users to easily map out graduation rates by zooming in on any of the nation’s individual school districts. Users can then access detailed information for that district or any of its high schools.
Madison district got $23M from taxpayers for aging schools; where did it go?
A maintenance referendum may well be a tougher sell this time around than it was when back-to-back, five-year maintenance referendums were approved in 1999 and 2005. Not only do voters feel pinched by the ongoing recession, but taxpayers are facing a likely $225 hike in property taxes this year as part of the effort to balance the Madison schools budget, which took a heavy hit in reduced state aid.
Community support could also be compromised because a growing number of Madison School Board members have become frustrated by what they say is the district’s reluctance to adequately account for how maintenance dollars have been spent.
As chair of the School Board’s finance and operations committee, Lucy Mathiak has persistently asked for a complete accounting of maintenance jobs funded through the 2005 referendum. The minutes from a March 2009 committee meeting confirm that district administrators said they were working on such a report but Mathiak says the information she’s received so far has been less than clear.
“Trying to get this information through two administrations, and then trying to figure it out, is exhausting. The whole thing is a mess. I’m not, by any means, the first board member to ask these kind of questions regarding accountability,” Mathiak says. “You ask for straightforward documentation and you don’t get it, or when it comes it’s a data dump that’s almost impossible to understand.”
That lack of transparency might make it more difficult for other School Board members to get on board with another referendum.
“We have a responsibility to provide an accurate record of what happened with the funding,” says board member Arlene Silveira, who has supported all other school referendums. “I think people understand that other projects may come up and there may be changes from the original plan, but you do need to tell them what was done and what wasn’t done and why. It affects (the district’s) credibility in the community.”
Much more on the 2005 referendum and the District’s 2010-2011 budget (including what appears to be a 10% property tax increase here.
Related: “Accountability is important, now more than ever“.
