Archives for category: Budget Cuts

The UTLA hired an independent auditor to document that charter schools in LAUSD were siphoning $600 million a year from the public schools. It is probably more now.

A reader who signs in as “Scisne” left this comment:

A big problem that teachers’ unions locals have is that they are managed by teachers who lack a background in accounting, and especially in forensic accounting.

After a career in business that included being a CEO, I joined my wife in the teaching profession. I was soon elected to the union board and eventually became president and led a strike and a school board recall that resulted in four trustees being recalled. I did it with accounting. I knew forensic accounting from my business career, and a quickly learned about the accounting methods and laws that applied to the school districts.

It was easy to find where and how the district I was in had stashed money, often illegally, and I published a 60-page analysis of what was going on and distributed it to the media and to parents and went on a district-wide public-speaking campaign at social clubs and churches where I also distributed the analysis.

The local media were hostile to teachers unions, so they ignored the analysis — but the parents, especially the professional accountants among them, were outraged at how the district trustees were lying to them and were withholding money from educating their children.

The recall was historic and left the city and county political power structure stunned. Teachers unions at the local level critically need to acquire the accounting know-how and an thorough understanding of applicable state law so that they can competently challenge district budget claims and can educate parents and the general public about the games that school boards play with the money that should be spent on educating children.

Bill Raden of California-based Capital & Main reports that the L.A.school district hasample reserves to meet teachers’s needs.

LAUSD is not infinancial distress, as superintendent Austin Beutner claims. It does not need to cram 40-47 students in a classroom.it can afford full-nurses, librarians, and counselors.

“Capital & Main’s own analysis of the LAUSD budget finds that funding exists that would more than cover UTLA’s core demands without touching the district’s surplus. Our research also raises questions over how much of LAUSD’s budget projections are more of a creative art than a hard-nosed science.

“There is a history of the district crying wolf over negative balances two years out that then never seem to arrive,” agreed former Board District 5 member David Tokofsky. “If the budget were a basketball game, LAUSD would see a 20 point, final quarter lead by the Clippers as too close to call…

“The unresolved issues include contract demands for lowered class sizes, additional nurses, librarians, counselors and social workers. The union also insists that the district commit a significant chunk of a contested, nearly $2 billion budget surplus to increases to bilingual and adult education, and to making major investments in community schooling. The union has also been advocating for curriculum reforms that include a teacher say in achievement testing (UTLA wants less testing) and ethnic studies at every school.

“Class-size reduction is a basic sticking point in the negotiations.
If there has been a single deal-breaker on the table, it is the district’s lack of movement on “Section 1.5” — a contractual holdover from the Great Recession unique to LAUSD and anathema to UTLA because it allows the district to unilaterally raise class sizes. The union wants it gone; the district wants it replace with “Section 1.8,” which would raise some class sizes beyond the current memorandum of understanding that Section 1.5 has nullified.

“Class size is the fundamental issue that we’ve got to deal with,” argued UTLA president Alex Caputo-Pearl at the January 11 news conference. “Their [insistence] of continuing to . . . be an outlier in the state of California is unacceptable.”

“LAUSD’s last known offer (both sides have agreed to a media blackout during the current round of bargaining) hadn’t budged from its position that the union’s demand for a 6.5 percent pay raise be contingent on cannibalizing the retirement security of future teachers to fund it. What was new on Friday, January 11, was the district’s modest offer to add 200 new hires — or 1,200 in all — for class-size reduction, nurses, librarians and counselors. But for the nation’s second-largest school district, this represented a $130 million drop in a 900-campus bucket — and the lowered levels would expire after one year.

“The offer was extraordinary both for its timing and its explanation of how LAUSD would fund the classroom reductions. The $25 million increase to the $105 million it had previously offered, a district press statement said, would include a recent $10 million pledge by Los Angeles County. It also kicked in $15 million from what LAUSD had estimated would be the $40 million in savings from $3 billion in pay-downs of rate increases and pension liability for CalSTRS, California’s giant teachers’ pension fund, that Governor Gavin Newsom unveiled January 10 in his first state budget.

“UTLA immediately challenged the district’s $40 million windfall estimate, claiming that its own call to the state Department of Finance turned up an additional $100 million in ongoing revenue. By Wednesday, LAUSD had clarified that the $40 million figure merely represented the district’s share from Newsom’s recalculation of this year’s Local Control Funding Formula (LCFF) cost of living adjustment increase, which was revised upward from the November’s projected 2.57 percent to 3.46 percent. (The actual gain, which represents an additional $120 per student for L.A. Unified’s non-charter enrollment, should bring the district closer to $49.2 million).

“The school district didn’t allow Governor Newsom’s recent good financial news to dispel its fiscal gloom.

“The district estimated its takeaway from Newsom’s $700 million contribution rate buy-downs at $60 million over the next three years. But there will also be ongoing cash savings from lowered liability that should be dramatic. (Some have estimated that the buy-downs could be worth as much as $200 million to the district.)

“Newsom’s budget had other good news for LAUSD. It included an extra $576 million to school districts in special education funding, which would be worth roughly $75 million to LAUSD. The biggest windfall, earmarked for early education, should net Los Angeles roughly $180 million as its share of $1.8 billion for expanded kindergarten and preschool and childcare infrastructure (using a longstanding ballpark calculation that LAUSD claims roughly 10 percent of many statewide education appropriations).”

Read it all.

Bottom line: LAUSD can fund all the teachers need and demand.

The district leadership is trying to starve the district of needed resources.

This is a very informative, very important, and very distressing article that appeared in the Washington Post. It is a shocking account of how Congress was stripped of its staff, how its intellectual firepower was stifled by deep cuts to the Congressional Research Service, The Congressional Budget Office, and the General Accountability Office, nonpartisan sources of independent analysis that serve Congress. The author calls this “Congress’s self-lobotomy.” As Congress has grown intellectually depleted, an army of lobbyists have stepped up to fill the gaps.

The author is Rep. Bill Pascrell Jr. (D-N.J.), who was elected to Congress in 1996. He represents New Jersey’s 9th Congressional District.

I urge you to read this article.


In a year of congressional lowlights, the hearings we held with Silicon Valley leaders last fall may have been the lowest. One of my colleagues in the House asked Google CEO Sundar Pichai about the workings of an iPhone — a rival Apple product. Another colleague asked Facebook head Mark Zuckerberg, “If you’re not listening to us on the phone, who is?” One senator was flabbergasted to learn that Facebook makes money from advertising. Over hours of testimony, my fellow members of Congress struggled to grapple with technologies used daily by most Americans and with the functions of the Internet itself. Given an opportunity to expose the most powerful businesses on Earth to sunlight and scrutiny, the hearings did little to answer tough questions about the tech titans’ monopolies or the impact of their platforms.

It’s not because lawmakers are too stupid to understand Facebook. It’s because our available resources and our policy staffs, the brains of Congress, have been so depleted that we can’t do our jobs properly.

Americans who bemoan a broken Congress rightly focus on ethical questions and electoral partisanship. But the tech hearings demonstrated that our greatest deficiency may be knowledge, not cooperation. Our founts of independent information have been cut off, our investigatory muscles atrophied, our committees stripped of their ability to develop policy, our small staffs overwhelmed by the army of lobbyists who roam Washington. Congress is increasingly unable to comprehend a world growing more socially, economically and technologically multifaceted — and we did this to ourselves.

When the 110th Congress opened in 2007, Democrats rode into office on a tide of outrage at the George W. Bush administration and the Republican Congress, which had looked the other way during the Tom DeLay, Jack Abramoff and Duke Cunningham scandals. My colleagues and I focused our energies on exposing corruption. But we missed crucial opportunities to reform the institution of Congress. As my party assumes a new majority in the House, we confront similar circumstances and have a second chance to begin the hard work of nursing our chamber back to strength.

Our decay as an institution began in 1995, when conservatives, led by then-Speaker Newt Gingrich (R-Ga.), carried out a full-scale war on government. Gingrich began by slashing the congressional workforce by one-third. He aimed particular ire at Congress’s brain, firing 1 of every 3 staffers at the Government Accountability Office, the Congressional Research Service and the Congressional Budget Office. He defunded the Office of Technology Assessment, a tech-focused think tank. Social scientists have called those moves Congress’s self-lobotomy, and the cuts remain largely unreversed.

Gingrich’s actions didn’t stop with Congress’s mind: He went for its arms and legs, too, as he dismantled the committee system, taking power from chairmen and shifting it to leadership. His successors as speaker have entrenched this practice. While there was a 35 percent decline in committee staffing from 1994 to 2014, funding over that period for leadership staff rose 89 percent.

This imbalance has defanged many of our committees, as bills originating in leadership offices and K Street suites are forced through without analysis or alteration. Very often, lawmakers never even see important legislation until right before we vote on it. During the debate over the Republicans’ 2017 tax package, hours before the floor vote, then-Sen. Claire McCaskill (D-Mo.) tweeted a lobbying firm’s summary of GOP amendments to the bill before she and her colleagues had had a chance to read the legislation. A similar process played out during the Republicans’ other signature effort of the last Congress, the failed repeal of the Affordable Care Act. Their bill would have remade one-sixth of the U.S. economy, but it was not subject to hearings and was introduced just a few hours before being voted on in the dead of night. This is what happens when legislation is no longer grown organically through hearings and debate.

Congress does not have the resources to counter the growth of corporate lobbying. Between 1980 and 2006, the number of organizations in Washington with lobbying arms more than doubled, and lobbying expenditures between 1983 and 2013 ballooned from $200 million to $3.2 billion. A stunning 2015 study found that corporations now devote more resources to lobby Congress than Congress spends to fund itself. During the 2017 fight over the tax legislation, the watchdog group Public Citizen found that there were more than 6,200 registered tax lobbyists, vs. 130 aides on the Senate Finance Committee and the Joint Committee on Taxation, a staggering ratio approaching 50-to-1 disfavoring the American people. In 2016 in the House, there were just 1,300 aides on all committees combined, a number that includes clerical and communications workers. Our expert policy staffs are dwarfed by the lobbying class.

The practical impact of this disparity is impossible to overstate as lobbyists flood our offices with information on issues and legislation — information on which many lawmakers have become reliant. Just a few weeks ago, at the end of the session, I witnessed the biennial tradition of departing members of Congress relinquishing their suites to the incoming class. As lawmakers emptied their desks and cabinets, the office hallways were clogged with dumpsters overflowing with reports, white papers, massaged data and other materials, a perfect illustration of the proliferating junk dropped off by lobbyists.

Congress remade its committees in the 1970s to challenge Richard Nixon’s presidency and move power to rank-and-file lawmakers. Many segregationist chairmen were ousted and replaced by reformers, and committees and subcommittees were given flexibility to study issues under their purview. It’s no accident that some of the most significant legislation and oversight by Congress — Title IX; the Clean Water Act; the Watergate, Pike and Church hearings — came from this period. Congress had strengthened its pillars, hired smart people and accessed the best information available.

Following the reforms of the 1970s, the House held some 6,000 hearings per year. But eventually, the number of House hearings fell — from a tick above 4,000 in 1994 to barely more than 2,000 in 2014. On the tax-writing Ways and Means Committee, of which I am a member, oversight hearings are virtually nonexistent, as is developing legislation. We had no hearings in 2017 on the bill that would dramatically rewrite our tax code. And in the last Congress, we didn’t haul in any administration officials for a single public hearing on the renegotiation of the North American Free Trade Agreement. Assessing this state of affairs in a 2017 report, the Congressional Management Foundation noted that committees “have been meeting less often than at almost any other time in recent history.” This neglect has become the norm. Instead, leadership, lobbyists and the White House decide how to solve policy problems.

Indeed, Congress has allowed the White House to dominate policymaking. Trade is a perfect illustration. Despite our current president’s braggadocio, most Americans would be surprised to learn ultimate trade power rests with Congress. But over and over we’ve willingly, even eagerly, handed off that responsibility given to us by Article I, Section 8 of the Constitution. President Trump’s power to renegotiate NAFTA was granted by Congress, as was his power to issue tariffs, allowed under the Trade Expansion Act of 1962. I disagreed with the decision in 2015 to give President Barack Obama — a member of my own party — fast-track power to advance the Trans-Pacific Partnership. During that debate, I sat stupefied as some members of our committee sought to award not only Obama but also future, unknown executives an extended and open-ended authority to make other deals. Congress was prepared to simply abdicate our job.

Perhaps the most striking instance of political interference I’ve seen in my career occurred in the Ways and Means Committee in 2014. Then-Chairman Dave Camp (R-Mich.) had toiled for months with Democrats, Republicans and budget experts to craft a comprehensive tax reform bill. I may not have loved the final product, but I respected the process. Republican leadership killed the proposal almost immediately after it was unveiled. The reason? They wanted to deny Obama a legislative accomplishment.

For decades, nearly every piece of legislation would reach the floor via committee, but beginning in the 1990s, the rate began to drop. In the 113th Congress, approximately 40 percent of big-ticket legislation bypassed committees. Before 1994, Camp would have informed the speaker of his proposal and brought it to the floor. Now, a chairman has much less power to realize meaningful legislation. Meanwhile, longstanding House rules have essentially blocked the amendment process on the floor, meaning bills can’t be modified by members of the wider chamber.

In addition to committee weakness, House lawmakers collectively employ fewer staffers today than they did in 1980. Between 1980 and 2016, when the U.S. population rose by nearly 97 million people and districts grew by 40 percent on average (about 200,000 people per seat), the number of aides in House member offices decreased, to 6,880, and total House staff increased less than 1 percent, to 9,420.

The first lobe of Congress’s brain we can bulk back up is the Congressional Research Service. The CRS provides studies from talented experts spanning law, defense, trade, science, industry and other realms. Some of our greatest oversight triumphs — Watergate, Iran-contra, the Freedom of Information Act — were achieved with the CRS’s support. Great nations build libraries, and much of the CRS is housed in the Library of Congress’s Madison Building.

But the CRS has become a political target. In 2012, a CRS report finding that tax cuts do not generate revenue enraged my Republican colleagues, who had the report pulled and began browbeating CRS experts. According to figures supplied by the CRS, the next year, the service saw its funding cut by $5 million, nearly 5 percent, recovering to previous levels only in 2015. (The CRS did get big funding bumps in recent years.)

The Congressional Budget Office and the Government Accountability Office, crown jewels of our body that provide nonpartisan budget projections, are similarly ignored or maligned for partisan purposes. Last year, when the CBO debunked claims that the GOP tax plan would create jobs, Republicans savaged the agency instead of improving the law. It reminded one of my colleagues, Rep. Jim Himes (D-Conn.), of an episode of “The Simpsons” in which Springfield residents, rescued from a hurtling comet, resolve to raze the town observatory.

The GAO also furnishes rich information to Congress on virtually any subject. Last year I requested and obtained a study on the live-events ticket market. It was a probing report with fresh data. Former senator Tom Coburn (R-Okla.), one of the most conservative lawmakers of the past generation, praised the GAO, estimating that every dollar of funding for the agency potentially saved Americans $90. Nonetheless, from 1980 to 2015, GAO staffing was cut by one-fifth.

While I never had the pleasure of collaborating with the Office of Technology Assessment, its reputation is legendary. Like the GAO, it operated as a think tank for Congress, tasked with studying science and technology issues. The OTA was Congress’s only agency solely conducting scholarly work on these issues until Gingrich disemboweled it. Today, few members of Congress know it ever existed.

The congressional hearings on big tech showcased my colleagues’ inability to wrap their heads around basic technologies. But our challenges don’t stop at Silicon Valley. Biomedical research, CRISPR, space exploration, artificial intelligence, election security, self-driving cars and, most pressingly, climate change are also on Congress’s plate.

And we are functioning like an abacus seeking to decipher string theory. By one estimate, the federal government spends $94 billion on information technology, while Congress spends $0 on independent assessments of technology issues. We are crying out for help to guide our thinking on these emerging areas. I have backed motions to bring the OTA back to life, and I was heartened last year when the House Appropriations Committee approved funding for a study on the feasibility of a new OTA.

The creation in the House rules of a Select Committee for the Modernization of Congress in this new session is a terrific beginning — and a signal that Speaker Nancy Pelosi (D-Calif.) and Rules Committee Chairman Jim McGovern (D-Mass.) understand the importance of these issues. Providing capital and staff to the institution should be a major priority in the 116th Congress. The budgets we approve fund 445 executive departments, agencies, commissions and other federal bodies. But for every $3,000 the United States spends per American on government programs, we allocate only $6 to oversee them.

After decades of disinvesting in itself, Congress has become captured by outside interests and partisans. Lawmakers should be guided by independent scholars, researchers and policy specialists. We must recognize our difficulties in comprehending an impossibly complex world. Undoing the mindless destruction of 1994 will take a lot of effort, but with investment, we can make Congress work again.

This is a video of my brief remarks at the UTLA rally at Alexander Hamilton High School in Los Angeles on January 16. Hundreds of teachers, parents, students, and supporters picketed that morning in support of UTLA’s just demands for smaller classes and additional resources for nurses, counselors and other staff. The rally also spoke out against the proliferation of charter schools andprivatization. Teachers and students alike tied the diminishing resources in public schools to the expansion of charters and thepoerful, billionaire-funded California Charter School Association. The day before, on January 15, 50,000 people rallied against charters in front of the CCSA headquarters.

This is my summary of yesterday’s stirring rally. The spirit of the Resistance is strong!

UTLA is making history!

The fight goes on.

The whole world is watching.

The New York Times editorial and opinion pages have been a cheering section for charter expansion for years. I have tried and failed to get articles about the dangers of privatization on the op-Ed page. The last time I tried, my article was rejected, then posted online by the Washington Post (whose editorial board also favors charter schools). After that rejection, I swore I would never again submit an article because I knew it would be turned down. Imagine my surprise when I opened the New York Times to find the article below. Miriam Pawel, an independent historian and a contributing opinion writer for the Times, was allowed to explain the real dynamics behind the teachers’ strike: demographic change; high poverty rates; overcrowded classes; underfunding of the schools; and an aggressive charter industry, led by Eli Broad and other billionaires, willing to spend vast sums to privatize more public schools and kick out the unions.

Online, thisis the subtitle of the article: “Can California provide sufficient resources to support an effective public education system? Or will charter schools cripple it?”

What is so remarkable about this article is: 1. The New York Times printed it; 2. Pawel connected the dots among demographic change, underfunding of the schools, bloated class sizes, and the district’s deference to charter expansion; 3. Pawel acknowledged that the rapid growth of charters is the direct result of the intervention of billionaires like Broad, who poured $54 million into two losing statewide races last fall. I couldn’t have said it better.

Miriam Pawel writes:

LOS ANGELES — For decades, public schools were part of California’s lure, key to the promise of opportunity. Forty years ago, with the lightning speed characteristic of the Golden State, all of that changed.

In the fall of 1978, after years of bitter battles to desegregate Los Angeles classrooms, 1,000 buses carried more than 40,000 students to new schools. Within six months, the nation’s second-largest school district lost 30,000 students, a good chunk of its white enrollment. The busing stopped; the divisions deepened.

Those racial fault lines had helped fuel the tax revolt that led to Proposition 13, the sweeping tax-cut measure that passed overwhelmingly in June 1978. The state lost more than a quarter of its total revenue. School districts’ ability to raise funds was crippled; their budgets shrank for the first time since the Depression. State government assumed control of allocating money to schools, which centralized decision-making in Sacramento.

Public education in California has never recovered, nowhere with more devastating impact than in Los Angeles, where a district now mostly low-income and Latino has failed generations of children most in need of help. The decades of frustration and impotence have boiled over in a strike with no clear endgame and huge long-term implications. The underlying question is: Can California ever have great public schools again?

The struggle in Los Angeles, a district so large it educates about 9 percent of all students in the state, will resonate around California. Oakland teachers are on the verge of a strike vote. Sacramento schools are on the verge of bankruptcy. The housing crisis has compounded teacher shortages. Los Angeles, like many districts, is losing students, and therefore dollars, even as it faces ballooning costs for underfunded pensions.

California still ranks low in average per-pupil spending, roughly half the amount spent in New York. California legislators have already filed bills proposing billions of dollars in additional aid, one of many competing pressures that face the new governor, Gavin Newsom, as he begins negotiations on his first state budget.

Unlike other states where teachers struck last year, California is firmly controlled by Democrats, for whom organized labor is a key ally. And the California teachers unions are among the most powerful lobbying force in Sacramento.

On paper, negotiations between the 31,000-member United Teachers of Los Angeles and the Los Angeles Unified School District center on traditional issues: salaries that have not kept pace, classes of more than 40 students, counselors and nurses with staggering caseloads. But the most potent and divisive issue is not directly on the bargaining table: the future of charter schools, which now enroll more than 112,000 students, almost one-fifth of all K-through-12 students in the district. They take their state aid with them, siphoning off $600 million a year from the district. The 224 independent charters operate free from many regulations, and all but a few are nonunion.

When California authorized the first charter schools in 1992 as a small experiment, no one envisioned that they would grow into an industry, now educating 10 percent of public school students in the state. To counter demands for greater regulation and transparency, charter advocates have in recent years poured millions into political campaigns. Last year, charter school lobbies spent $54 million on losing candidates for governor and state superintendent of education.

In Los Angeles, they have had more success. After his plan to move half of the Los Angeles district students into charter schools failed to get traction, the billionaire and charter school supporter Eli Broad and a group of allies spent almost $10 million in 2017 to win a majority on the school board. The board rammed through the appointment of a superintendent, Austin Beutner, with no educational background. Mr. Beutner, a former investment banker, is the seventh in 10 years and has proposed dividing the district into 32 “networks,” a so-called portfolio plan designed in part by the consultant who engineered the radical restructuring of Newark schools.

“In my 17 years working with labor unions, I have been called on to help settle countless bargaining disputes in mediation,” wrote Vern Gates, the union-appointed member of the fact-finding panel called in to help mediate the Los Angeles stalemate last month. “I have never seen an employer that was intent on its own demise.”

It’s a vicious cycle: The more overcrowded and burdened the regular schools, the easier for charters to recruit students. The more students the district loses, the less money, and the worse its finances. The more the district gives charters space in traditional schools, the more overcrowded the regular classrooms.

Enrollment in the Los Angeles school district has declined consistently for 15 years, increasing the competition for students. It now educates just under a half-million students. More than 80 percent are poor, about three-quarters are Latino, and about one-quarter are English-language learners. On most state standardized tests, more than one-third fall below standards.

For 20 years, Katie Safford has taught at Ivanhoe Elementary, a school so atypical and so desirable that it drives up real estate prices in the upscale Silver Lake neighborhood. Ivanhoe parents raise almost a half million a year so that their children can have sports, arts, music and supplies. But parents cannot buy smaller classes or a school nurse. Mrs. Safford’s second-grade classroom is a rickety bungalow slated for demolition. When the floor rotted, the district put carpet over the holes. When leaks caused mold on the walls, Mrs. Safford hung student art to cover stains. The clock always reads 4:20.

“I was born to be a teacher,” Mrs. Safford said. “I have no interest in being an activist. None. But this is ridiculous.” For the first time in her life, she marched last month, one of more than 10,000 teachers and supporters in a sea of red.

Monday she walked the picket line outside a school where just eight of the 456 students showed up. Now her second graders ask the questions no one can answer: When will you be back? How will it end?

It is hard to know, when the adults have so thoroughly abdicated their responsibility for so long. Last week, the school board directed the superintendent to draw up a plan examining ways to raise new revenue.

This strike comes at a pivotal moment for California schools, amid recent glimmers of hope. Demographic shifts have realigned those who vote with those who rely on public services like schools. Voters approved state tax increases to support education in 2012, and again in 2016. In the most recent election, 95 of 112 school bond issues passed, a total of over $15 billion. The revised state formula drives more money into districts with more low-income students and English learners. Total state school aid increased by $23 billion over the past five years, and Governor Newsom has proposed another increase.

If Los Angeles teachers can build on those gains, the victory will embolden others to push for more, just as teachers on the rainy picket lines this week draw inspiration from the successful #RedforEd movements around the country. The high stakes have drawn support from so many quarters, from the Rev. James Lawson, the 90-year-old civil rights icon, to a “Tacos for Teachers” campaign to fund food on the picket lines.

If this fight for public education in Los Angeles fails, it will consign the luster of California schools to an ever more distant memory.

Miriam Pawel (@miriampawel), a contributing opinion writer, is an author, journalist and independent historian.

In 2011, the Texas government cut $5.4 billion from the budget for public schools; thousands of teachers were laid off. (If you open the links, you will see that the NPR report says the budget cut was “over $4 billion” and describes the devastating impact on schools, but the actual figure was $5.4 billion in cuts.) In the seven years then, the state has restored some of that deep cut, but the enrollment in the schools has far outstripped any increases in the budget.

The state created a commission to study school finance, which recently issued its report. Its most controversial recommendation is “outcomes-based funding.” Carol Burris, executive director of the Network for Public Education, reviews that report today at Valerie Strauss’s “The Answer Sheet” in the Washington Post, based on a careful review of the evidence about “outcomes-based funding.”

Burris begins:

Texas has a problem. After years of inadequately and inequitably funding its public schools, the chickens have come home to roost. Texas now ranks 46th in the country in fourth-grade National Assessment of Educational Progress reading proficiency, dropping from its previous dismal rank of 41 in 2015. For several years there has also been discontent around the college readiness of its high school students.

The Texas decline should come as no surprise. For nearly a decade, the state has decreased its funding for schools, making an inequitable school funding system even more unequal. The rapid expansion of charter schools has further drained public schools of funds.

Texas public schools have two revenue streams — the local property tax and state funding. State funding is supposed to make the system more equitable — closing the gap between districts that are property poor and property rich. Texas itself is not a poor state and yet state funding has steadily decreased.

Last fall, UT News estimated the decline in state revenue to schools to be close to 12.6 percent per pupil between 2008 to 2017, despite a 13.7 percent increase in student enrollment.

In order to address the problem, the Texas Commission for Public School Finance was created. Last month it issued its final report, “Funding for Impact: Funding for Students Who Need it the Most.” As its title notes, the commission concluded that school funding should be redesigned to provide “equitable funding for students who need it the most.” This is critical in a state where nearly 40 percent of all households are supported by single moms living in poverty.

There are some good things in the report. The commission acknowledged that poverty matters and preschool should be expanded. It also proposed the usual ineffective and harmful ideas like evaluating teachers by test scores and merit pay.

But perhaps the most startling feature of the report is its recommendation to use outcomes-based funding as a critical component of the school funding system. Outcomes-based education funding is highly controversial. It is ineffective and can make inequities worse. And this Texas version, which is especially bad, will result in the rich getting richer and the poor getting poorer with funding going to students who need it the least, not the most.

What is outcomes-based funding in education?

Outcomes-based funding, also known as performance-based funding, is based on the belief that if schools are paid for performance, better outcomes will result. It carries with it the unspoken assumption that somehow teachers and principals are “slackers” and have far more control of how students perform on tests than they are willing to admit. The foremost Florida legislative advocate of performance funding was described as believing this: “[Y]ou could get performance altered by money. If you put a pot of money out there, people would change their behavior in order to chase that money.”

Linda Lyon writes a blog called “Restore Reason.” She lives in Arizona, after a successful career in the military, and she just stepped down as President of the Arizona School Boards Association.

In this post, she describes legislators prefer revenge to reason. They are furious about the success of the RedForEs movement, and they are lashing out at teachers.

Revenge Over Reason

“I don’t believe Arizona’s teachers walked out because they were tired of being paid at a rate ranked 48th in the nation. I believe they walked out because we had some 2,000 classrooms without a certified teacher and class sizes that are 5th highest in the U.S. They walked out, because they know that the number one in-school factor to student achievement is a highly qualified teacher. They walked out because it was way beyond time for someone to take a significant stand. It took 75,000 of them, but their stand significantly moved the needle for Arizona’s one million public school students. To be clear though, even with the additional funding garnered this year, our public schools are still short over $600 million from 2008 levels (yes, a decade ago.)

“Progress though, evidently scares lawmakers like Finchem and Townsend (or gives them a tool with which to scare others) and they are out for revenge. They don’t want teachers who stand up for their students, they want teachers who do what they are told. Unfortunately for them, teachers are citizens first and still do enjoy certain Constitutional protections for protected speech.”

A great post.

Teachers who stand up for their students terrify small-minded legislators.

I read this story with a growing sense of disgust. A businessman in Oklahoma opened a charter school in a small town to focus on career readiness and job training, functions already offered by the local public school.

This man, with no experience in education, lured 29 students to share his vision and abandon the community public school. He did so over the objections of the local school district.

Within the walls of the Academy of Seminole, eight rented rooms in a community college library, it can be hard to see why the little school has kicked up so much dust in this former oil boomtown, population 7,300. On a recent Friday, businessman and school founder Paul Campbell addressed the students, just 29 freshmen and sophomores, to tell them what it’s like to run a business.
What he dislikes? Making small talk at political events and “firing people.” What he enjoys? “I love doing something that no one thinks can be done. That’s why we’re sitting in this school.”

Campbell said the “thesis” of the school is that “on day one of your ninth grade, literally hour one … we start talking about what you want to do with your life.” Speakers have included a health care CEO, professional dancers and a speech pathologist. Academy students mapped out various careers they might pursue, and spent their first semester doing a research project on their chosen path. That focus on jobs is a direction in which more schools are headed, amid rising concern that young people are graduating unprepared for the workforce, especially in rural towns like this one. Last year Oklahoma joined a growing list of states requiring students to develop a career plan in order to graduate. And, in a sense, Campbell’s can-do, pro-business attitude fits in with the ethos of this working class, Trump-supporting town.

But while Campbell may dislike politicking, he’s had to do a lot of it to get his school off the ground and keep it going in the face of a chorus of concern from local residents. That’s because the Academy of Seminole is a rural charter school; its establishment is part of a small movement to bring this taxpayer-funded version of school choice to more remote corners of the country.

How much money will the local district lose to this charter?Will the public school lose a teacher or two? Will class sizes increase?

Oklahoma was singled out by the Center for Budget and Policy Priorities as the state where general per-student funding had fallen more than any other state—by 28.2% from 2008-2018.

Because of low funding, many districts in Oklahoma offer only four days a week of school.

And we are supposed to be impressed that some egotistical businessman in Seminole, Oklahoma, has opened a charter school for 29 students?

Mike Petrilli, writing from the comfort of his think-tank perch in D.C., is delighted about the opening of a charter in a town of less than 8,000 people, where the school budget is tight. “More power to him,” says Mike.

But others say residents are right to worry about the sprouting of charters in their hometowns. Schools often play an integral role in the life of a small community, offering a central meeting place, social services and additional support. If a charter grew popular enough to draw hundreds of kids and capture those students’ share of funding allocated by the state, it could erode not just schools but the fabric of communities. Bryan Mann, an assistant professor at the University of Alabama’s college of education, has studied charter schools in Pennsylvania and noted that, while the research on rural charters is still new, these schools could pose a threat to public education.

“Choice is great, but if having choice is undermining the dominant choice that the majority of families rely on and have relied on for decades or longer, then what good ultimately is that doing?” he said.

The original proposal envisioned that the school would open with 60 students and grow to 500. It opened with 32 and three dropped out. The owner plans to expand to become a Pre-K-12 school. Imagine those three- and four-year-olds, planning their futures as workers!

The funding for the charter school comes from the districts that lost students.

But guess who else paid to open a rural school with 29 students? We did.

The academy has had to make a number of changes since Campbell first pitched his idea. Not only has the school’s approach to career preparation been refined, but Campbell decided to forego the services of the charter operator, whose use was core to his application, instead relying on Hawthorne, the head of school, in part to save costs. While the charter received $600,000 in federal start-up money and $325,000 from the Walton Family Foundation, the school’s viability will depend on additional fundraising.

Betsy DeVos supplied $600,000 in federal funds to create this job-training institution to suck money out of underfunded public schools.

Here’s a reform that would make charter schools viable: no charter should be authorized over the objections of the local school board.

Yesterday, I participated in a panel discussion at the Washington Post about national issues in education with Robert Pondiscio of the conservative Thomas B. Fordham Institute and Dean Bridget Terry Long of the Harvard Graduate School of Education. This followed a few other panels, including one in which Mayor Rahm Emanuel and his chosen school superintendent Janice Jackson lavished praise on their successful efforts to transform the public schools of Chicago, with nary a dissent.

Our panel did include dissent, since I was critical of school choice and the other two panelists supported it. I was critical of standardized testing, and Dean Long supported it.

Valerie Strauss did a great job moderating and keeping us on track.

In my opening statement, I argued that the key education issue of our time was the defunding of public schools by the federal and state governments. NCLB and Race to the Top had failed, because they emphasized testing and choice. But at the same time that the federal government disrupted schools and misdirected them with mandates, most states pursued a policy of cutting taxes, cutting school funding, and substituting “school choice” for adequate funding. I cited the Center for Budget and Policy Priorities report showing that 29 states spent less on education in the decade after the 2008 recession.

In our discussion of school choice, I said that school choice is the rightwing agenda that has been funded by Betsy DeVos, the Koch brothers, and the Walton family for decades. It was unfortunate that some Democrats joined their crusade to privatize education. I cited the blistering report about charter schools by Integrity Florida, which showed that rightwing money had promoted charters and vouchers and insulated them from any accountability. Furthermore, the money directed to charter schools had undermined the fiscal stability of public schools.

Robert Pondiscio retorted that school choice was not a “rightwing agenda,” it was a “moral agenda.”

In other words, he echoed the religious/moral rhetoric of Betsy DeVos.

He snidely said that both he and I had sent our children to private schools, so why shouldn’t poor families have the same choices?

This, I thought, was a low blow, because my husband and I didn’t ask for public funds to send our children to private schools 50 years ago. In retrospect, I think it was a mistake not to send them to public schools; it would have benefited them. But that is one of many mistakes I have made in my life.

Today, we know that charter and voucher schools do the choosing more often than parents. If you are the parent of a child with special needs, the odds are high that he/she will not be accepted by any charter school unless the disability is very mild and remediable. Furthermore, the public money available for vouchers will NOT enable poor parents to have the same choices as rich parents, since most voucher payments are in the range of $5,000-7,000 and elite private schools are usually $40,000-60,000. So, no, a voucher will not be enough to send your child to the Hill School, where the Trump children went.

He implied that it was “moral” to take money away from underfunded public schools so that a small percentage of students could choose to go to a charter school or religious school. If it was the former, it might close in a few months or it might kick the student out because of his or her behavior or disability; if it was the latter, the children might have an uncertified teacher or be exposed to textbooks that justify slavery and teach creation science.

He did not suggest that states and the federal government should appropriate more money to pay for choice. If there is not more money, then the schools that enroll 95% of the community’s children lose funding, cut teachers, have larger-sized classes, and lose electives and the arts.

It would be easier to argue that underfunding the public schools that most children attend is immoral. And that paying professional teachers so little that they have to work two or three extra jobs to make ends meet is immoral. And that denying the nation’s public school children the resources they need to have reasonable class sizes, professional teachers, the arts, and time for physical activity is immoral.

I offered the examples of Detroit and Milwaukee as school districts awash in school choice where students have not benefited. They are both among the lowest performing districts in the nation. No response from my fellow panelists.

I contend that it is immoral, unjust, and inequitable to advocate for policies that hurt 95% of students so that 5% can go to a private school. It is even more unjust to destabilize an entire school district by introducing a welter of confusing choices, including schools that open and close like day lilies.

Why don’t the advocates of school choice also advocate for funding to replace the money removed from the public schools?

PS: Thanks to Mike Petrilli for sending me the link to our panel.

Andrea Gabor surveys the election and reminds us that while Trump has dominated the coverage of the election, school issues will be front and center in many states.

https://www.bloomberg.com/view/articles/2018-11-05/midterm-elections-where-schools-not-trump-are-the-focus

“National issues are getting most of the attention in the run-up to Tuesday’s midterm election, including health care, immigration and President Donald Trump.

“Yet from Arizona to Kentucky to Wisconsin, politics also remains fiercely local. Especially in states that cut school budgets as a result of the 2008 recession and Republican-sponsored tax cuts, public school funding has become a hot-button issue in many state legislative and gubernatorial races, often scrambling party loyalties. Six years after the Great Recession, most states were still spending less on schools than they were before 2008, according to a 2016 report from the Center on Budget and Policy Priorities.

“Teachers in several Republican-dominated states led a political groundswell earlier this year, with walkouts that closed schools. Over 300 teachers are running for political office in the midterms, more than double the number that did so in 2014. While many of the teacher candidates are Democrats hoping to unseat Republicans who cut school funding and promoted privatization in the form of charter schools and private-school voucher programs, educational activism cuts across party lines.

“In Arizona, a small group of mothers and teachers organized to oppose a 2017 law that expanded the state’s voucher program, which steers taxpayer dollars from the state’s public schools to private and religious schools. More than 100,000 people signed a petition to put their referendum on the ballot, provoking a counterattack from Americans for Prosperity, an organization backed by the conservative activists David and Charles Koch. It sued, unsuccessfully, to have it taken off of the ballot. Both sides have identified the referendum on the voucher law as a top priority.”

After years of budget cuts, some districts and states are likely to increase investment in education. And in a sign of the times, the anti-public school Governor Scott Walker claims to be “the education Governor.” Hopefully, voters will not be fooled.