Articles in the Budgeting category

Senate committee passes K-12 budget, but gains could be lost

Updated to reflect June 14 vote by Senate Appropriations Committee.

The Senate Appropriations Subcommittee on Labor, Health & Human Services, and Education passed its Fiscal Year 2013 funding recommendations on a party-line vote on June 12, giving Title I, Race to the Top, and other federal K-12 programs a modest increase. However, those gains could be wiped out by across-the-board cuts that are scheduled to occur in January because of the Budget Control Act.

The full Senate Appropriations Committee approved the measure on June 14 on a party-line vote.  The National School Boards Association is asking school board members to contact their Senators and ask them to preserve investments in Title I and special education (IDEA) and to develop a balanced budget that protects education.

“As state education aid continues to be impacted by state budgets that have not fully rebounded from the recession, it is even more critical that local K-12 educational programs receive the needed federal investment,” NSBA Associate Executive Director for Federal Advocacy and Public Policy Michael A. Resnick writes in a June 8 letter to members of the subcommittee. “Since Fiscal Year 2011, federal funding for elementary and secondary education programs has been reduced by more than $835 million through program eliminations and cuts. Any further cuts would affect core instruction and cause even larger class sizes that do not facilitate differentiated instruction and other specialized curricula that many students need.”

According to NSBA’s advocacy department, the subcommittee voted to increase funding for Title I grants by $100 million and to increase funding for IDEA by $100 million. Race to the Top would be funded at $600 million, a $51 million increase over current funding. Among other programs, Head Start would receive a $70 million increase; and School Improvement grants, Teacher Quality grants, Impact Aid, Rural Education grants, and Investing In Innovation (3i) would be funded at the same level.

Unless Congress intervenes before January, the Budget Control Act is slated to cut most federal programs by about 8 percent, which would impact almost every school district. NSBA wants to emphasize the importance of communicating these issues with members of Congress before that law goes into effect.

Joetta Sack-Min|June 14th, 2012|Categories: Budgeting, Federal Programs, Legislative advocacy|

The week in blogs: Obama’s education budget (abridged)

Want to get the high points of President Obama’s K12 budget — that is, without sifting through all the numbers and the fine print? Read the Quick and the Ed post by Rikesh Nana on the “three key takeaways” from the Administration’s proposal. It’s an excellent synopsis of what the president is proposing and what it all means.

So what are those takeaways? In order: consolidation of Department of Education programs (something that’s been tried in past budgets but never adopted): continued funding of Race to the Top and other competitive grant programs; and — in the absence of congressional action — an administration-sponsored overhaul of the Elementary and Secondary Education Act (ESEA).

OK, sports fans, this next column is not about Jeremy Lin. (But if we find one on the New York Knicks sensation that has to do with K12 education, we promise to include it next week.) Instead, Eduwonk’s Andrew Rotherham looks at the firing — and quick rehiring by another team — of NHL hockey coach Bruce Boudreau and what that says about the importance of professional “fit.” Hint: It applies to teaching as well as big-time sports.

Been to Cleveland recently? Even if you haven’t, or have no plans to do so, you’ll want to check out another interesting Quick and the Ed blog on the city’s “portfolio” system of managing schools. Schools would operate with greater or lesser autonomy depending on their performance. “Charter schools as well as district-operated ones would participate,” says the blog by Richard Lee Colvin, “with the goal of giving families a real choice among several good options in every neighborhood.”

Lastly, check out Mark Bauerlein of the Chronicle of Higher Education on the attitudes and academic habits of college freshman. Here’s an interesting paradox (actually a bunch of paradoxes): more than 70 percent of students placed their academic ability in the “highest 10 percent” or “above average,” but only 45 percent felt that confident about their math ability, and just 46 percent believed they were that stellar in writing.

Lawrence Hardy|February 17th, 2012|Categories: 21st Century Skills, Budgeting, Charter Schools, Educational Legislation, Elementary and Secondary Education Act, School Reform, Student Achievement, Teachers, Week in Blogs|Tags: , , , , , , , , , |

Obama proposes increased grants, stable IDEA funds for FY2013 budget

The National School Boards Association (NSBA) applauded President Barack Obama’s proposal to allot funding for school construction and teachers in the administration’s fiscal 2013 budget proposal. However, NSBA is concerned that  Obama’s would put a greater emphasis on increasing funds for competitive grant programs at the expense of Title I and special education.

The budget essentially would fund Title I and the Individuals with Disabilities Education Act Part B state grants at the same levels as last year. It would continue the competitive grant programs that are the hallmark of the Obama administration, including the State Improvement Grants (SIG), Investing in Innovation fund (i3), Promise Neighborhoods, and the Race to the Top program, which would receive a $300 million increase to $850 million.

It proposes a $30 billion program to hire teachers and first responders, including police officers and firefighters, in communities. It also proposes $30 billion for school modernization and repairs that are estimated would help 35,000 schools.

“We certainly applaud the administration’s desire to continue to press for funding for education jobs and school construction, which would greatly help schools and help invigorate the economy,” said Michael A. Resnick, NSBA’s associate executive director for federal advocacy and public policy. “However, IDEA and Title I are the underpinnings of the federal education budget, and those programs should be given increases over initiatives that can only be attained by districts that are able to hire the best grantwriters.”

Overall, the Obama administration wants $69.8 billion in discretionary funding for 2013, an increase of $1.7 billion from 2012. However, much of the new funding would go toward higher education and college accessibility programs. The administration also wants to consolidate and increase funding for teacher preparation programs, although it does not yet have specific details on those plans.

Obama announced his proposal at a community college in Annandale, Va., on Feb. 13. The location was chosen to emphasize the president’s commitment to education, according to the U.S. Department of Education, which also emphasized that the proposal included an overall 2.5 percent increase for K-12 and higher education programs while many other discretionary budgets would be cut.

However, the budget is expected to meet tough opposition in Congress, with many Republicans and fiscal conservatives calling for more cuts to alleviate the deficit.

More information about the budget, including tables with specific funding requests, is available on the Education Department’s website.

 

 

 

 

Joetta Sack-Min|February 14th, 2012|Categories: Budgeting, Educational Finance|

Passing ESEA is critical, NSBA says

Under the banner of “ESEA Now: Our Schoolchildren, Our Economy, and Our Future,” NSBA leaders outlined the past year’s legislative successes and upcoming issues at the opening session of the Federal Relations Network (FRN) Conference on Sunday.

Pushing for a comprehensive reauthorization of the Elementary and Secondary Education Act (ESEA) will be the most critical action school board members will take this week in Washington, D.C., NSBA Associate Executive Director Michael A. Resnick told the more than 700 FRN participants attending the three-day meeting. Closely tied to that action is adequate funding for core federal programs including Title I and the Individuals with Disabilities Education Act.

Educators have been working tirelessly for five years to get a new version of the now decade-old No Child Left Behind Act passed, and the House and Senate are finally moving toward passage of ESEA legislation in the respective chambers, NSBA President Mary Broderick said.

“Congress’ timing is particularly fortunate for us to make a mark on the process,” Broderick said. “While both bills make significant improvements over existing law, neither is perfect, and this stage of the legislative process is the ideal time to make those changes.”

Having successfully overcome proposals to make large-scale cuts in the education budget this year, FRN participants must be aware of initiatives such as the Budget Control Act, which would instill a 7.8 percent across-the-board cut in federal programs. Further, proposals within the ESEA reauthorization would create formulas for future program funds that do not take into account the increasing numbers of students living in poverty and students with special needs.

Resnick reminded attendees that national polls during this election year show that the majority of voters are largely ambivalent about whether their members continue to serve, and some 90 House representatives coming up for reelection for the first time. Keeping this in mind, school board members should push the importance of passing an ESEA reauthorization as a major achievement.

“Why shouldn’t they want to deliver for America’s children? Why shouldn’t they want to deliver for America’s future?” he asked.

Resnick also announced plans for the National School Boards Action Center, a 501-c4 organization, which will help further push NSBA’s advocacy agenda and allow for more targeted lobbying and endorsements. One of the center’s first issues will be promoting NSBA priorities and education issues for the 2012 campaigns.

Joetta Sack-Min|February 5th, 2012|Categories: Budgeting, Elementary and Secondary Education Act, Federal Programs, FRN Conference 2012, Legislative advocacy, School Boards|Tags: , , , , , |

Analysis: NBC learned its lesson with this Education Nation

Glenn Cook, American School Board Journal’s editor-in-chief, attended NBC’s Education Nation summit in New York for the second straight year. Here are his observations.

You can’t blame traditional public school advocates if they were filled with dread when NBC announced that Education Nation would return this fall. Last year the network bought into the hype surrounding the documentary “Waiting for Superman,” inexplicably tying the event to a flawed film that exhorted charters as the pancea for public education’s ills.

Thankfully, NBC has learned its lesson. This year’s event took pains to correct past wrongs as it recognized the complexities school leaders face in managing a public system that is open to all.

Starting with a screening of “American Teacher,” a documentary that helped erase some of the “bad teachers” taste left by “Superman,” and ending with an appearance by former President Bill Clinton, Education Nation featured a strong balance of heavy hitters from education, philanthropy, and politics.

You also had a touch of celebrity — basketball player Lebron James, actress Jennifer Garner, and what amounted to a family reunion with former Gov. Jeb Bush and First Lady Laura Bush participating in sessions — but in this case, it fit the overall tone.

The key word here is balance. Last year’s programming was flawed because it exhorted simple antidotes to complex problems. This year, silver bullets were nowhere to be found, but calls for more effective teaching and improvements to early education were.

You can watch many of the sessions online at www.educationnation.com, but here is my list of highlights:

• Start with “Brain Power: Why Early Learning Matters,” a fascinating hour-long session featuring Nancy Snyderman, NBC’s chief medical editor, and three university professors. Held on Monday morning, it was the best, most concise presentation I’ve seen yet on why we need to reach children much, much earlier than we do.

• The dramatic rise in poverty rates was a focus throughout, especially in the session “What’s in a Zip Code?” moderated by Brian Williams. Poverty is reality for many people in today’s economy — Clinton was eloquent on this topic in the closing session — and communities must come together to do more.

• Education Secretary Arne Duncan was everywhere this year, participating in interviews with Tom Brokaw and responding to questions during various panels (a nice touch).

• We saw an entertaining back and forth between Geoffrey Canada, founder of the Harlem Children’s Zone and Diane Ravitch, author and professor of education at New York University. Their approaches are so different, but both made excellent points. Canada and Sal Khan, another Education Nation speaker, are scheduled to keynote NSBA’s 2012 Annual Conference.

• Teacher and student accountability, as you might expect, was a recurring theme. Michelle Shearer, the current National Teacher of the Year from Maryland’s Urbana High School, said teachers “want to be evaluated on things that really matter.”

“There are all sorts of different ways of looking at student growth,” she said. “Whatever evaluation looks like in the end, it has to be a system of multiple measures, because often what’s most important are those intangibles … that are tough to put on a check list.”

• At the same session, Khaatim El, a former member of the Atlanta school board, addressed the cheating scandal that has plagued the district he served for almost a decade. “We wanted to be the hype,” he said of the allegations, which are based on the state assessments. “We wanted to be the first to get it right so bad.”

But El noted the district also made huge gains in NAEP scores during that time, an achievement untouched but overshadowed by the scandal. “I would be remiss if I didn’t point to the hard work that many educators put in,” he said. “We focused on the basics. Literacy instruction in elementary school. Autonomy for principals. We invested in professional development. Those things were overshadowed by the cheating scandal. And they were good things for kids.”

The setting for Education Nation was not perfect — the big tent in Rockefeller Plaza is a good idea in theory, but the humidity and poor audio were ever-present distractions. And while this year’s session was far more substantive, future years should stop belaboring the problems and focus instead on how to solve them. Panels featuring districts that have been successful at “what works,” with ideas and content that are easily imitated and replicated, would be a valuable start.

Chances are good that will happen. The National School Boards Association (NSBA) had a strong presence in the planning and execution of the meeting. Anne L. Bryant, our executive director, met with NBC officials about the content and answered audience questions in a video Q&A format prior to the event. Mary Broderick, NSBA’s president, was featured in a panel session with the mayors of Albuquerque, Baltimore, and Newark.

“What we’ve heard from the last two days of this conference is that we need to come together around a sense of urgency,” Broderick said during her session, noting that it takes a shared vision between the school board, the mayor’s office, and the community. “The vision needs to be of excellence. If that cohesive message can be carried through our schools … there’s nothing off the table.”

The week in blogs

President Obama’s “American Jobs Act” – part of the $477 billion legislative package he proposed to Congress Thursday night – includes $30 billion in new funds to prevent more teacher layoffs and  another $25 billion in school construction money that could help rebuild 35,000 schools.

Sounds great. But is it too good to be true? Afraid so, writes Alison Klein in Education Week’s Politics K-12 blog:

“There’s almost no chance that Republicans—who generally think the $100 billion for education in the stimulus was a giant waste of money—will rush to support this,” Klein writes. “Remember, the administration had a very tough time getting Congress to approve $10 billion for the Education Jobs Fund back in the summer of 2010, when Democrats had healthy majorities in both chambers.”

For a simpler, graphic representation of the above analysis, see Tom Toles’ cartoon Friday in the Washington Post.

But do schools really need that $25 billion in construction funds. Well……yes, writes the Post’s Valerie Strauss. She notes that decades of research have shown a link between the condition of buildings and student health, attendance, teacher recruitment, and, most critically, student achievement.

Speaking of student achievement, read Peg Tyre’s critique of standardized testing on Freakonomics. (Thanks to This Week in Education for highlighting it.)  You no doubt have heard a lot of arguments against standardized tests, but Tyre’s is the most unique — and intriguing — that I’ve read in recent months.

Of course, there’s another side. And that’s part of what makes education policy so interesting and, sometimes, maddening. For a positive reassessment of testing, see “Putting Myself to the Test,” by Ama Nyamekye, in Edweek.

Lawrence Hardy|September 10th, 2011|Categories: Budgeting, School Buildings, Teachers, Uncategorized, Week in Blogs|Tags: , , , |

The week in blogs

It’s summer — time to break the routine. So, in that spirit, let me begin this column with a subject that is truly dear to my heart:

Interesting Facts About Your Week in Blogs Editor

Readers, did you know that:

A) I’m a champion swimmer*

* in the struggle-across-the-pool category

B) My wife says I have distinctive taste when it comes to home decorating*

* distinctively bad taste

I could go on, but, you get the point: Place a qualifying asterisk (*) after almost any assertion, and you can pretty much claim anything. It doesn’t make much difference when the subject is my swimming ability or home decorating prowess. But if I did the same with, say, a piece purporting to compare the relative advantages of charter school start ups to traditional public school turnarounds, the consequences might be  greater.

To his credit, Mike Petrilli does indeed qualify his assertion in a Fordham Institute blog entitled Charter start-ups are 4 times as likely to succeed as district turnarounds* (Note big asterisk). But that doesn’t stop him from making sweeping policy pronouncements based on data from just 19 schools. That’s the number of schools (in 10 states studied)  in which 1) the start up charter was near a traditional school with state reading and math proficiency in the bottom 10 percent, and 2) either school subsequently increased its performance to above the state average.

Those 19 schools further break down to 15 charters and just four traditional schools, meaning, Petrilli concludes, that serious questions must be raised, “about the wisdom of the federal government pumping $3 billion into school turnaround efforts instead of using some of the money to replicate and scale up successful charters.”
(more…)

Lawrence Hardy|June 10th, 2011|Categories: American School Board Journal, Budgeting, Curriculum, Diversity, Educational Research, Governance, School Reform, Student Achievement, Teachers, Urban Schools, Week in Blogs|

Increasing numbers saying no thanks to federal funds and their mandates

P1010709_009_mI’ve always wondered if a local school board would be better off rejecting all federal money—and, finally relieved of untold mandates, it could reallocate its local and state funds more efficiently . . . to the point that it was actually better off without the lost funds.

This old idea came to mind again after reading that South Carolina Education Superintendent Mick Zais had declared that his state wouldn’t compete for the latest round of Race to the Top funds.

His reasoning: Accepting the money was penny-wise and pound-foolish.

“In exchange for these dollars,” he wrote in a newspaper editorial, “‘winning’ states dance to Washington’s tune on education. When the music stops and the money is exhausted, states will be left on the dance floor and paying for their rides home. This is an all-too-familiar occurrence with federal programs.”

One specific complaint by Zais was that too much of the federal dollars would be diverted away from teacher pay, new school buses, up-to-date computers, or dozens of other purposes that actually would benefit local students.

“Rather,” he complained, “it would have paid for new employees at the state Department of Education and in district offices, contracts with out-of-state education consultants, rented office space, travel expenses and even $96,000 in box lunches.”

(more…)

Naomi Dillon|June 2nd, 2011|Categories: American School Board Journal, Budgeting, Policy Formation|Tags: , , , , , |

The week in blogs

Have you heard the news? Well, it’s all over the Internet, so it must be true.

Here’s the headline:

Budget Mix-Up Provides Nation’s Schools With Enough Money to Properly Educate Students

The story “quotes” prominent Washington politicians, falling over one another to apologize for the error.

“Obviously, we did not intend for this to happen, and we are doing everything in our power to right the situation and discipline whoever is responsible,” said a House Budget Committee Chairman Paul Ryan, (R-Wis.) – but not really. His “quote” and the headline – along with statements from chagrinned Democrats as well – appear in The Onion, the satirical daily that seems to get all its facts wrong but still manages to come up with the truth.

Would that a little budget “slip up” could fix everything regarding school funding, but in the real world of public education it was not the case, as battles raged on over just how to define equity in education and in society.

In the Fordham Institute’s “Flypaper” blog, Peter Meyer charged that protesting New York teachers and their sympathizes, who marched this week on Wall Street to protest Mayor Bloomberg’s plan to cut more than 6,000 teaching positions, were fomenting “a class war.”  (Yes, we’re horrified too.)

“Even if one sympathized with  these folks’ sentiments about the financial ‘inequality crisis’ or believed for a second or two that it was the big banks that ‘crashed our economy,’” the question is where the big unions – and their contrail of sympathizers — have been during the inequality crisis in education the last thirty years,” Meyer writes. “Their silence in the face of crushing inner city educational failures has been deafening.”
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Lawrence Hardy|May 13th, 2011|Categories: American School Board Journal, Budgeting, Curriculum, Governance, Policy Formation, Teachers, Urban Schools|

The week in blogs

If you can’t read, you can’t learn. That statement might seem obvious.

Yet in the United States, according to Sen. Patty Murray (D-Wash), there are more than 8 million students in grades four though 12 who are reading below grade level. At this time in their schooling – that is, beyond third grade – they should have moved from a “learning-to-read” mode to one sometimes called “reading to learn.” And the fact that they have not reached this point, or have only partially reached it, means they will have trouble keeping up with their peers, graduating from high school, and succeeding in life.

“The students of today will be the workers of tomorrow,” Murray told a group of literacy coaches recently. “Trying to find jobs, struggling to make their way in a world in which literacy is no longer a luxury. It’s a necessity.”

Murray, who received NSBA’s Special Recognition Award last month, is introducing the Literacy Education for All Results for the Nation or the LEARN Act, which would authorize $2.35 billion in federal support for literacy programs spanning birth through age 12.
(more…)

Lawrence Hardy|May 6th, 2011|Categories: American School Board Journal, Budgeting, Curriculum, Diversity, Dropout Prevention, Educational Research, Governance, Policy Formation, Student Achievement, Urban Schools, Week in Blogs|
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