Archives for category: Budget Cuts

I posted earlier that there are no teachers on the task force appointed by Governor Gavin Newsom and State Superintendent Tony Thurmond to study charter law in California, but that’s not quite right. The task force is meeting regularly and it would likely be impossible for a working teacher to leave her or his classroom on a weekly basis to attend task force meetings.

However, there are at least two members of the task force who were active teachers: Erika Jones of the California Teachers Association and Cindy Marten, superintendent of the San Diego Unified School District.

I don’t understand why the task force has so  many representatives of the charter industry on a committee to study charter law, when only 10 percent of students in California schools are enrolled in charters. The charter industry is infamous for protecting its turf and fighting any regulation or accountability. This is like asking representatives of Big Tobacco to participate in a discussion of whether to regulate cigarette sales.

Charter law in the state is notoriously lax. A district with a tiny enrollment can open a charter in a district 500 miles away and collect a commission on the students who enroll. If a charter asks a district for permission to open or for a renewal, and the district rejects the application, the charter can appeal to the county board. If the county board says that its application or its record is deficient, the charter can appeal to the state board. Under Governor Jerry Brown, the state board rubberstamped applications despite rejections from the affected district and county. Under current law, the state need not consider the fiscal impact of charters on nearby public schools, a factor which has severely damaged Oakland, Inglewood, and other districts. Under current law, charters are parasites on the districts that are forced to host them, draining away students and resources and leaving “stranded costs” (fixed costs).

California has had a large number of scandals in the charter sector. The most recent occurred when the CEO of the Celerity Charter chain pled guilty to using the schools’ credit card to charge luxury items, including designer clothing, fancy hotels, haute cuisine and limousine service, as well as to fund her Ohio charter school.

These are issues the task force will consider. Will the large bloc of charter supporters on the task force acknowledge the fiscal problems caused by charters for the public schools that enroll most students? Or will they fight stubbornly to maintain the charters’ freedom from accountability? Why did the California Charter School Association get two members of the task force but the California Teachers Association get only one? If charter schools undermine public schools, it is a net loss for the children of the state. If failing charters are allowed to be renewed again and again, it is a disgrace.

Here is the complete task force:

The task force members are:

  • Cristina de Jesus, president and chief executive officer, Green Dot Public Schools California (charter chain);
  • Dolores Duran, California School Employees Association;
  • Margaret Fortune, California Charter Schools Association board chair; Fortune School of Education, president & CEO;
  • Lester Garcia, political director, SEIU Local 99 (Local 99 took $100,000 from Eli Broad to oppose Jackie Goldberg);
  • Alia Griffing, political director, American Federation of State, County and Municipal Employees (AFSCME) Council 57;
  • Beth Hunkapiller, educator and administrator, Aspire Public Schools (charter chain);
  • Erika Jones, board of directors, California Teachers Association;
  • Ed Manansala, superintendent, El Dorado County; board president, California County Superintendents Educational Services Association; 
  • Cindy Marten,  superintendent, San Diego Unified School District;
  • Gina Plate, vice president of special education, California Charter Schools Association (charter lobby);
  • Edgar Zazueta, senior director, policy & governmental relations, Association of California School Administrators (ACSA endorsed Marshall Tuck against Tony Thurmond). 

Recommended readings:

Gordon Lafer on the fiscal impact of charters on California public schools.

Carol Burris on the travesty of the state’s charter law. 

 

 

State Superintendent of Instruction Tony Thurmond appointed an 11-member task force to study the fiscal impact of charter schools on public schools.

He did so at the request of Governor Newsom.

Four members of the task force are part of the charter industry.

Thurmond is amazingly evenhanded. In the race for the office last fall, the charter industry outspent him 2-1 and smeared him with negative advertising.

Ten percent of the state’s students are in charter schools.

The task force should be sure to read University of Oregon Professor Gordon Lafer’s Study of the fiscal impact of charters on three districts, called “Breaking Point.”

In the two recent teachers’ strikes, in Los Angeles and Oakland, teachers called for a moratorium on new charters until such a study was completed. Governor Newsom has been noncommittal on that demand.

The charter sector has operated with minimal or no oversight. To see how bad things are, read “Charters and Consequences.” There are storefront charters where students meet their teacher only once every three weeks. There are charters with graduation rates under 10%. Charters are allowed to open wherever they want. Charters can appeal a district rejection to the county, then appeal the county rejection to the state, where they usually got a rubber stamp. Charters may be run like chain stores, without oversight, just to make money. Until Newsom signed a bill recently, there were no laws profiting conflicts of interest or nepotism. The charter industry vigorously opposed any regulation or accountability.

One charter executive called the ban on conflicts and nepotism a “scorched earth policy.”

 

 

Jan Resseger writes one astonishingly smart post after another. We can all learn from her. Having dedicated her career to social justice and especially to education justice, she is steeped in the issues. But she has a way of putting together information from different sources that brings new light on old discussions.

This post about our national underinvestment in education is exemplary.

She begins like this:

For nearly two decades the preferred spin of policymakers at federal and state levels has been that financial investments (inputs) are far less important than evidence of academic achievement (outcomes as measured by standardized tests). And the outcomes were supposed to be achieved by pressuring teachers to work harder and smarter. Somehow teachers have been expected to deliver a miracle at the same time classes got bigger; nurses, counselors and librarians were cut; and teacher turnover increased as salaries lagged.

Statements of justice in public education have always been a little vague about the most direct path to get there.  One of my favorite definitions of public education’s purpose is from Benjamin Barber’s 1992 book, An Aristocracy of Everyone: “(T)he object of public schools is not to credential the educated but to educate the uncredentialed; that is, to change and transform pupils, not merely to exploit their strengths. The challenge in a democracy is to transform every child into an apt pupil, and give every pupil the chance to become an autonomous, thinking person and a deliberative, self-governing citizen: that is to say, to achieve excellence… Education need not begin with equally adept students, because education is itself the equalizer. Equality is achieved not by handicapping the swiftest, but by assuring the less advantaged a comparable opportunity. ‘Comparable’ here does not mean identical… Schooling is what allows math washouts to appreciate the contributions of math whizzes—and may one day help persuade them to allocate tax revenues for basic scientific research, which math illiterates would reject. Schooling allows those born poor to compete with those born rich; allows immigrants to feel as American as the self-proclaimed daughters and sons of the American Revolution; allows African-Americans, whose ancestors were brought here in bondage, to fight for the substance (rather than just the legal forms) of their freedom.”  (An Aristocracy of Everyone, pp. 12-13)

There are many reasons to consider Barber’s principles carefully in Trump’s America. In the specific case of the provision of education, however, we ought to consider this question: Can these words—“Education need not begin with equally adept students, because education is itself the equalizer”— be achieved without our society’s investing in tangible inputs like class size and numbers of counselors and the presence of school music programs?  For a year now—in walkouts and strikes—schoolteachers have been telling us that policymakers are naive to believe inputs don’t matter.  In a new report, K-12 School Funding Up in Most 2018 Teacher-Protest States, But Still Well Below Decade Ago, the Center on Budget and Priorities (CBPP) confirms teachers’ outrage about the collapse of financial investment in their schools.

CBPP’s new report summarizes school funding in several of the states where striking teachers have called attention to their states’ long collapse of funding for K-12 public education: “Protests by teachers and others last year helped lead to substantial increases in school funding in Arizona, North Carolina, Oklahoma, and West Virginia, four of the 12 states that had cut school ‘formula’ funding—the primary state revenue source for schools—most deeply over the last decade. Despite last year’s improvements, however, formula funding remains well below 2008 levels in these states.”

CBPP explains further that to end teachers’ strikes, legislators too frequently went for a quick fix instead of a stable solution: “Three of the four teacher-protest states that increased formula funding last year used revenue sources that may prove unsustainable…. Arizona teachers ended their strike after Governor Doug Ducey signed a budget giving them a 20 percent salary increase over three years.  But the budget doesn’t include the new revenue required to finance the planned spending…. North Carolina’s legislature increased funding for schools without raising new revenue to do so, even though the state faces a revenue shortfall next year for covering ongoing needs, primarily due to unsustainable income tax cuts that began to take effect in 2014… Oklahoma funded pay increases for teachers and other public employees that included a hike in cigarette taxes, a boost in gasoline taxes, and an increase in the tax rate on oil extraction.  While these revenue sources were adequate to cover the pay hikes, they may not be in the future.”

Even the emergency increases after teachers’ strikes are not enough: “Most of the teacher-protest states had cut their formula funding so deeply over the last decade that even last year’s sizeable funding boosts weren’t enough to restore funding to pre-recession levels.  For example, in Oklahoma, per-student formula funding remains 15 percent below 2008 levels, including inflation adjustments.  And per-student formula funding in Arizona, North Carolina, and West Virginia, as well, is still well below pre-recession levels.”

The strike by the UTLA in Los Angeles just claimed an important victory. As California law now is written, the grant of a charter is not supposed to take into account the fiscal impact of a new charter on the fiscal condition of the district where it is located.

Thanks to the UTLA settlement, Governor Gavin Newsom has directed State Superintendent of Instruction Tony Thurmond to appoint an independent panel of experts to review exactly that: what is the fiscal impact of charters on the public schools of their host district?

The panel will have four months to look at the issue, and to report back to Newsom by July 1. Thurmond has not yet announced who will be on the panel, but its formation raises the likelihood that California’s charter school laws may undergo revision over the coming year.  This would be the first time there has been an in-depth look at the financial impact of charter schools since passage of California’s first charter law in 1992.

The issue was a concern of Newsom’s even before the L.A. teachers  strike, said Newsom spokesperson Brian Ferguson.

“As Governor Newsom stated in his first budget proposal, rising charter school enrollments in some urban districts are having real impacts on those districts’ ability to provide essential support and services for their students,” he said.

Under a 1998 state law, districts are not allowed to take into account the financial impact of a charter school on a district in deciding whether or not to grant them a charter. Charter advocates fear that removing this prohibition could have a dramatic impact on slowing charter school school expansion in the state.

Newsom’s creation of a panel to look into the issue appears a responseto a resolution approved by the Los Angeles Unified school board last month as part of the agreement it reached with the United Teachers of Los Angeles and its striking teachers last month. The resolution called for a “comprehensive study” of various aspects of charter schools in the district, including their “financial implications.”

The resolution also called for an 8-to-10 month moratorium on new charter schools while the study was being conducted.  So far, however, Newsom has been silent on these latest calls for a moratorium.

In a statement, the United Teachers of Los Angeles, representing 33,000 teachers and other staff in the district, “applauded” Newsom for recognizing what it said was obvious:  that L.A. Unified and other districts across the state are being “financially strangled” by what it called the “unmitigated growth” of charter schools.

But it questioned the need for a panel, saying that an “immediate cap on charter schools is urgently necessary.” Large urban districts, it said, were “well past the saturation point for charter school growth.”

Similar calls for a cap or a moratorium are coming from other districts with a large proportion of students in charter schools. In Oakland, where teachers appear to be on the verge of a strike, the school board also has set as one of its priorities convincing lawmakers in Sacramento to impose a moratorium on charter expansion. And in the nearby West Contra Costa Unified District, which includes Richmond, the board will consider a resolution this week calling for a statewide charter moratorium.

This is a tremendous setback for the charter industry, which has taken advantage of the opportunity to expand without regard to the cost of local public schools, even if it sets them on the path to insolvency.

Last May, Gordon Lafer, a political economist at the University of Oregon, produced a report for “In the Public Interest” estimating what charter schools cost three local school districts. When a student leaves for a charter school, the student takes his or her tuition money but the school still has fixed costs (or “stranded costs”) that cannot be cut, like custodians, transportation, maintenance, and utilities. To break even, the district must cut its budget, lay off teachers, increase class sizes, and eliminate programs. Thus, the majority of students suffer deteriorating conditions so that the charter schools may increase enrollment.

It’s long past time to take a look at this issue and establish accountability, transparency, and limits to charter school expansion in California.


Angie Sullivan teaches first grade children in Clark County, Nevada (Las Vegas). Most of her students are low-income and Hispanic. She regularly writes letters to her legislators.

She writes:

Close it down we need to walk out. We all need to fight for money together. We can only dance if everyone is wearing shoes.

No more lectures about teachers improving. You do not have many teachers left. For good reason. Lecturing us – does not work – hasn’t for two decades.

Try something new. Follow the law.

Clean up the central office money.

Clean up the central office financial quagmire.

It is the law.

85-15

You just purchased the $17 million financial software? What has been the issue for two years? Who is going to answer for that mismanagement?

No numbers for the legislative session?

You will soon ask School Building SOTS to cut $50 million?

It’s your turn Central Office.

Cut that $50 million from that marble area.

Time to dismantle everything downtown except the skeleton and central office folks find a home in a vacant classroom. Meets the law and cleans up the corruption. Kids need a teacher not a marble office building.

No more downtown kingdoms.

How are you going to ask the legislature for the $500 million you need to meet contracts?

No one will give it to you. No one throws good money after bad.

Cannot see anything that is not in schools. Even those numbers are questionable since the central office “charges” schools for things schools do not have – like teachers.

The whole state will fight for $300 million this session. This is heavy lift and nothing real has happened in the central office yet.

The listening tour is nice.

Get ready for the session please.

Hard to dance with a partner who doesn’t have sense enough to wear shoes.

Clean up your money mess.

Newsflash: Folks love their teachers. They do NOT like the central office or the Trustees. For good reason.

Next time you address your army – make sure your financial house is clean.

Put your shoes on.

Keep the lecture. And give it to your friends. It is offensive to the team working for kids.

We are fully dressed and ready to march.

You are barefoot.

I am mad.

All I can do is weep.

We are ready for leadership. Leadership is not a lecture about data – that is not going to raise money.

Make moves to get money.

Do what you can to get money.

We need $2 Billion. Telling us to get data is not going to get money.

The heavy lift is money.

Rally your team.

It is about money.

Get your shoes on.

Close it down. We need to walk out. You need to come with us. Clean it up. Shut it down.

The Teacher

Angie

CCSD Central Office needs to be dismantled and reorganized to meet the law.

We need new educational leadership at the highest levels who will improve neighborhood public schools instead of promote charters.

No more business deals and/or tax credits that rob the DSA (Dedicated School Account).

No more cuts at the school level.

Pay your own bills. Raise the funds to cover the bills.

We want adequate total funding for CCSD programs to open equitably – like preschools

Attrition money needs to be returned to the individual schools. If a vacancy is not filled – the school needs the money saved to support kids.

We want the reorganization law to be followed and all of the 85 to be pushed to school level.

We want the pot money.

We want the room tax money

We want our fair share of the education money 80%.

We want ability to raise money locally.

We want money to get to kids

We want weighted funding.

We want our fair share of mining proceeds.

We want the southern caucus to fight for our kids. Quit allowing everyone else in the state to grab our student money.

We need additional money for each and every “great idea”.

We have significant needs.

Teachers being silenced has not worked.

https://www.surveymonkey.com/r/CCEAFOS

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.