Posts Tagged ‘school budgets’

The Season of Pink Slips and School Budgets

Wednesday, March 16th, 2011

Spring approaches. Here in California, the cherry trees in the valley of orchards have already blossomed and died back, ready to set the fruit. My fourth grade class is moving onto the Spring curricular areas: rocks and minerals, local California Indian tribes, and study of the personal narrative composition.

The personal narrative, memoir of a specific event, is enjoyed by most of my students, as much as the difficult task of composing can be. Why not? Even at nine years old, they have plenty of memories of ‘the first time’, a fearful moment, and happy events. During the daily ‘teacher reads a good book out loud after lunch’, I’m reading passages from Fireflies, a great book to introduce the style of a good narrative.

As for me, my latest personal narrative doesn’t yet have an ending. On Monday we had a Cupertino Education Association union meeting. Of course, we wore red to stand by fellow union members in the infamous Wisconsin. Members signed up for a night of phone banking to get local voters to pass the extension of the local expiring parcel tax. It is one of the few ways to keep the schools from falling victim to the state’s school budget cutbacks necessary to balance the state budget.

Remember passage of parcel taxes still depends on 2/3 of the voters saying yes, and I shouldn’t say the district won’t fall victim even if the parcel tax extension passes. One hundred seventeen (117) district staff and teachers have received March 15 letters, notifying them that they are on the list of layoffs at the end of the school year.

The CEA lawyer has said to be sure to request a hearing about your position on the list, i.e., seniority. Some personnel are set aside on a separate layoff list, e.g., speech therapists and those with a single subject math credential. Layoffs depend on the service category each teacher belongs to. There may be an error.

All decisions depend on the passage of a state budget. The legislature still has not agreed on spending cuts, much less a special election in June to extend several taxes before they sunset.  Unlike some other states, notably Wisconsin, it is agreed by all that both spending cuts and tax extensions are in the mix.  How much is debated daily.

In Tuesday’s San Francisco Chronicle, March 15, 2011, the battle seems to focus on the five GOP state senators who have sat in on the governor’s ongoing talks to forge a budget deal. The five senators are pushing for spending cuts– regulation reforms, a cap on state spending, and changes to public employee pensions. They can’t get past blaming public employee unions for all problems, and that means me.

So, you see, my personal narrative about ‘times of anxiety’ has repeated every year for the past four years. I listen to arguments on the car radio that are far away from helping me help students learn; spend time on the phone urging for parcel taxes to save the district’s budget because the state’s legislators can’t resolve a budget deal; and at the same time keep on track in the classroom, making sure the curriculum is covered and standards are met. I received a pink slip.

More on Tenure - Good riddance? Save Money?

Wednesday, February 9th, 2011

Two weeks ago a number of newly-elected governors joined a few die-hard education officials in another tirade about teacher tenure. The gist of the argument states that education improves when teachers unions give up tenure.

Even after labor’s one hundred years of bargaining to gain fair pay, safe working conditions, health and pension benefits, and the right to work without arbitrary dismissal, the easy thing to say when revenue dries up is unionized teachers have too much.

Anecdotes abound about highly paid teachers who are past their days of productive teaching. Classes full of students with low scores on state tests are the fault of those teachers. If they were gone, student scores would go up, schools would improve, and districts would not need so much to balance the budget. That’s what the rant tries to make the listener believe.

Nowadays, approximately 2.3 million public school teachers in the United States have tenure. It is true that the system can generate problems. The union system protects incompetent teachers by making dismissal difficult and time-consuming, by doling out money for paid leave and substitutes.

Here is what districts and states do to mitigate the problem of incompetent teachers. (From the November 17, 2008, Time article, “A Brief History of Tenure” by M. J. Stephey.)

The least effective is what California Governor Schwarzenegger called “the dance of the lemons” which means move poor teachers around to other schools. Then comes separation agreements, i.e., pay to leave-sounds like what happens to corporate CEO’s.

In 1997 Oregon abolished tenure, but replaced the benefit with two-year renewal of contracts and programs to help low-performing staff.

In other states, tenure is revoked, but due process remains before dismissal. A few states, like Colorado (see post 9-29-10), are trying a system to avoid tenure altogether by basing evaluation on yearly goals that determine salary and professional movement. A set of steps for improvement is provided before the teacher is dismissed.

The trouble with the obsession over abolishing tenure is that dismissing incompetent teachers and banking the funds will not save the low-performing schools, nor the funds that have disappeared because of a recession or a state legislature’s poor budget management.

Poor school finance measures fail to provide equal opportunities for students. In California in May 2010 (see post 6-2-10) a lawsuit on the behalf of teachers, students, parents, and school boards was brought to court against the state. To summarize, the status of California education finances are inequitable, inadequate, and overly complex.

Here are five proposals (At Issue: School Finance Reform by Margaret Weston, November 2010) from the Public Policy Institute of California, specifically devoted to California’s budget mess, but applicable to many states’ school budget problems. The steps are proposed with the funds available in California’s 2010-2011 budget. No revenue increase is expected.

Meet resource needs. No state can expect success using a one-size-fits-all spending ratio. Some students require more extensive help; for example, transportation costs are higher for distant rural students.

Structure incentives properly. For instance, English Language Learners struggle to achieve academically, but if the state awards failing schools, where is the financial incentive to help those schools improve?

Allocate funds transparently. Dispensing funds to school districts is only understood by a few financial wizards. Why? If the state needs revenue for schools, the tax-paying citizens need to understand the system.

Treat similar districts equitably. Allocate base funds at equitable per-pupil rates. Allocate extra costs equally; for example, to ELL students and special education students. Now, the expenditure rationale is almost always based on historical factors, not the current reality.

Balance state and local authority. Individual school districts have unique needs. Plan for local decision-making authority in exchange for accountability.

The report never speaks of eliminating tenure as a tool to improve school budgets. It does mention accountability, where tenure issues meet a better evaluation process for teacher, administrator, and school board.

When budgets are resolved, what do schools take up next?

Wednesday, January 12th, 2011

Suppose the California legislature agrees to resolve the most current budget deficit of $25.4 billion as of January 11, 2011. California’s Governor Jerry Brown presented his administration’s budget this week. It includes big budget cuts (but not to K-12 budgets), as well as temporary tax extensions to be voted on in the Spring.

Suppose the California legislature agrees to revise the state and local tax system which had become so unfair that Proposition 13 passed easily in 1978. The fiscal trouble that existed then has increased many times over as the state and local governments vie for revenues.

Suppose  California citizens agree that all services cannot be paid for individually or by initiative.  Some, like fire protection, police protection, infrastructure, parks, recreation programs, and schools are better provided by communal funds.

If all that were agreed, some schools are still found in very poor areas-both urban and rural. Those schools need to be turned around. It’s not easy.

Mass Insight Education and Research Institute has laid out the steps to take. See www.massinsight.org.

Matteson School District (SD 162) in Illinois under Superintendent Dr. Blondean Y. Davis has given an overview of steps taken to improve student success. See www.edline.net/pages/Matteson_School_District_162

Success For All is used often, especially in eastern urban areas, as a specific reform for reading/language arts.  SFA lays out school-wide steps to make sure students learn to read and understand the meaning of text.  See www.sfa.org.

Edsource’s February 2010 report “Gaining Ground in the Middle Grades: Why Some Schools Do Better” explains steps that help adolescent students succeed.  See www.edsource.org.

Suppose schools began to turn around. What’s the next step?

Testing and the tests schools use is a huge complaint, whether the scores are used to assess student success or to evaluate teachers or to determine school quality.

The first problem is the kind of test: standardized, criterion referenced, short formative tests several times a year, one summative test a year; tests provided with software.  Who decides which kind of test to use: the state, the local school board, the federal Department of Education, the publishing companies of the United States?

Here’s another list of questions to resolve: which standards are tested; what do tests measure; how do results affect promotion, teacher evaluation, and accreditation for higher education?  See the Public Broadcasting Service’s Frontline program for an in-depth analysis of testing issues.

In education, the biggest concern is the quality of each school.  Does a single test determine all of the school qualities that establish success?

One statement can be made: once the budget crisis is resolved, state departments of education must analyze the tests they use. Successful schools depend on the steps taken.

Who’s going to take the tiger by the tail, the bull by the horns, or shoulder Sisyphus’ burden?

Prognosis: California Will Wrangle

Wednesday, January 5th, 2011

Happy New Year!  Take Care Productions wishes it would be, but it won’t happen until the state has exhausted itself fighting over ’spending cuts’ and ‘increasing revenue’.

Writers in the San Francisco Chronicle and the New York Times have scratched their heads over low-performing schools that are not improving test scores.  Whether it shows up in an effort to call out poor teachers by using the “value-added” formula or in the bleak results when analyzing low rates of student proficiency, no one is happy.

The California Teachers Association  strong-armed California’s passage of the Quality Education Invest Act (QEIA) which uses the Academic Performance Index (California’s API) as the indicator of scholastic improvement.  In six years (2004 - 2010) the 500 QEIA schools reached an average of 21.2% proficient students.  That’s good enough?  It means 68.8% still weren’t on track.

Why?  Is it the ‘test’ or is it teacher evaluation? The media has written article after article. Universities have spewed forth document after document to talk about low-performing schools and poor quality tests or low-performing schools and poor  teacher evaluation.

On the other hand, Mary M. Kennedy of Michigan State has reminded everyone of the attribution error, ignoring the working conditions of the teacher, preparation time, materials, work assignments, untreated student characteristics.  As if no matter the conditions, a good teacher can make the difference.  Maybe, but it takes time.  And the “value-added” attribute doesn’t make the grade when school boards as well as unions insist on old evaluation tools.

In British Columbia, Michael Shumatcher hits the button when he reminds the country of the demographic issue, urban or rural, and struggling populations who could use spending to promote the neededlearning tools instead of useless evaluation tools.

Or read Thomas Stephens, professor emeritus at the College of Education and Human Ecology, Ohio State University, who says one can find many good evaluation tools.  His hit is that the multi-billion dollar test industry won’t be pleased.

Let’s move on to California’s Sue Miller from Santa Monica who is representing the teachers who do all the work and need praise, not vitriol.

Which brings us to the wrangling likely in California which is deeply in debt from state to local entities.  Although many groups have been studying the problem, it comes down to cuts and taxes.

There will be no change in the tax plan to 1978’s Proposition 13 which started California down a long, dark road.  With effort, there may be a revision to the system of taxation generated by the proposition.  If you have read the article in SF Chronicle’s January 2 edition “Prop 13 in urgent need of retrofit” by Michael Gervais and Dontae Rayford, defunding special districts and creating regional property tax boards are the options suggested.  Neither change addresses the money that corporations don’t pay in taxes.

Governor Brown has been sworn in this week for a third term and one can figure that the dysfunctional sections of the California State Department of Education will get cuts, along with all state entities.  Let’s see if the temporary taxes made to balance previous budgets will be maintained.

The National Education Association in the January/February 2011 NEA today issue includes “The Long and Winding Road” by Mary Ellen Flannery and Kevin Hart. The writers covered the entire country and found priority schools that teachers have had some say in transforming.

However, the deficit is so large in California that it is hard to see how the state test (CST) and the evaluation system are going to be top priorities.  It is possible like Mary M. Kennedy has said that turning around low-performing schools should be the top priority.

Will that transformation ever happen?

School Mandates Reform, a Golden Apple Worth Pursuing

Wednesday, July 21st, 2010

Summer vacation is half-over and students are still learning.  Sports camp, computer camp, theatre arts camp, science and math camp for girls, and newest of all, half-blood day camps for boys, who learn the Greek mythology stories while pursuing gorgons and Medusa in search of the Golden Apple.  Glory for all.  See New York Times, July 16, 2010, “What I Did at Camp: Followed Plot, Killed Gorgon, Saved World.”

If only the California Superintendent of Schools could climb Mt. Shasta-the local Mt. Olympus– to ask an oracle to speak with Athena, Goddess of Wisdom, dispose of nay-sayers with a swat of the sword, and snatch the Golden Fleece in order to save teachers from lay-offs when school begins-for some as soon as the second week in August.  The closest any state will come to finding the Golden Fleece is to win Race to the Top funds in the second round of federal grant disbursement.

If you were the Oracle what would you suggest to states in order to bring short term support for schools?  Remember, California alone has 6 million students with 174 districts financially distressed (San Jose Mercury News, July 5, 2010).  It is 44th lowest in dollars spent per student, and somewhere between 45-50th ranking in number of students per teacher-depending on how the ratio is determined.  No one option will be a magic cure.  Soon, all sources of funds for the state must be equitably reallocated.

Here are some options collected from various blogs, news articles, and reports.  The list emphasizes saving money.  Which options also do no harm to students and curriculum?  Suggestions were found in articles collected by Edsource.

Large school districts shorten the school year calendar, increase class sizes and lay off teachers.  The money saved supports the program left.  This is already happening.

Halt any facilities improvements to public schools, e.g. solar panels which initially cost a bunch although they save money over time.

Pass more parcel taxes to make up for lack of property taxes.  In the Los Altos area, one parcel tax to continue benefits to the high school district was passed in June and 2 more are proposed for the November ballot, one for the elementary district and one for the community college district.  The thought is that homeowners are more likely to support taxes for schools close by rather than taxes frittered, supposedly, by the state.  If only legislation would pass designating a 55% majority instead of a 2/3 vote.

How about the governor’s fix?  End the elected position of the Superintendent of Public Instruction and his/her department.  Only keep the governor-appointed position of Secretary of Education.

Drop sports from the budgets of the University of California and State University.  Lots of money saved to support liberal arts and engineering.

Finally, in February 2010 the California Legislative Analyst’s Office (LAO) distributed a proposal to reform unfunded school district mandates which eventually must be paid by the state.

Some mandates serve a purpose and are fundamental to the education of students, such as protection of student health and provision of essential assessment and oversight data.

Otherwise, the abundance of mandates legislated over the years should be eliminated; the reimbursement process simplified; or a different far-less-costly process designed to achieve the objective.  An example of a mandate to be eliminated is the requirement to submit physical education data which is already collected during financial audits.

It is estimated that this one reform measure could save the state $350 million or more a year and instead be used to address school needs that have statewide interest, produce results, and are worth the cost.

Here lies one substantial piece to reform school finance.  It may not be the Golden Fleece but surely a  Golden Apple is waiting to be picked up.