Adequately funding my school

JTF recently recieved this essay from Worthington City Schools senior, Hassan Mizra.

Education helps broaden the minds of young individuals to help them achieve success in the future. All across America students go to school to learn and prepare for their futures. Just imagine the students walking into a classroom with new desks with four stable legs, new chairs that aren’t cracked or missing parts and sitting down to their personal laptop provided by the school. This sounds like a school that most parents would want their children to attend. Wouldn’t it be great if all schools had all these? Wouldn’t it be fascinating if all students were able to partake in an improved quality of education for every school?

The state's previous budget cut public school funding by $1.8 billion, which ultimately hurt Ohio's public education system. Ohio Governor John Kasich introduced a new state budget, which proposed a reform of the school funding formula. The new budget promised more money to the less funded school districts, but the promise proved empty. But the Governor, through the Republican dominated legislature, is doing the exact opposite. They are continuing to underfund public schools while increase funding to charter schools and further pushing public education into the hands of private corporations.

For the 2011-12 school year, Worthington Schools received $54,952,536 all total funds, and Olentangy Local Schools received $50,863,323. These two districts are 2 of the best in central Ohio, where they benefit from higher than typical property valuations. An essential aspect for each of these districts' high ratings is because they receive the necessary funding that a public school district should have.

However, the underfunding of public schools in Ohio is an enormous issue that affects many people, especially students. There is a need to re-work the current formula used by Ohio to determine how school funds are disbursed and also to increase public support for education funding. Limited funds for public schools have primarily affected the poor and have put them at a disadvantage in getting a quality education. Whitehall, generally speaking, has a lower property valuation. The schools in Whitehall do not receive the sufficient funding they deserve as a public school district.

Unequal funding throughout the state demonstrates the unfairness some school districts face. Is it fair that schools that reside in low property valuation areas don’t have the necessities to educate their youth?

The reason that some schools can't do things like buy computers and maintain their buildings to begin with is because the school funding system is so ineffective. The US government pays only 7% of all school money, and the rest is up to the state and the local tax-payers. Whatever money the state won't pay is paid as school income tax or property taxes, which are higher or lower depending on how much the property is worth, and the incomes of the districts residents. But this means that schools in poor neighborhoods get little money while wealthy schools get nearly all they need.

The Governor needs to start funding public education fairly and adequately. According to the Ohio Association of Independent Schools (OAIS) the vast majority Ohio students, roughly 1.85 million attend public schools, so it would make sense for the Governor to turn his attention towards public education. Despite whether a child's parents are wealthy or poor, it is in everyone's interest to guarantee that America's future generations are both highly skilled and well educated.

Surprise! Charters want even more money.

In testimony before the House Finance committee, Charter school operators and their boosters expressed sadness at the Governor's education budget. Despite school districts having to deduct $824 billion this school year to fund charter schools (most of which are failing), they want more. They argued they should receive

• $5,704 per pupil, not $5,000, as the base amount (but would not answer the question of whether or not traditional public schools should receive a base amount higher than $5,000).
• Up to $1,000 per pupil (instead of he proposed $100) for buildings and that online charter schools should also receive building funds

Only 5% of Ohio's students go to a charter school, and much less than 1% go to a quality one, yet charter operators and their boosters want more than 10% of the funding. These aren't fair or tennable requests being made, it is greed at the expense of the majority of students who choose to go to a traditional public school.

Education News for 01-09-2013

State Education News

• Ohio schools to share $37.9 million in casino taxes (Cleveland Plain Dealer)

The state will distribute $37.9 million in casino taxes to more than 1,000 school districts and charter schools across Ohio…Read more...

Local Education News

• Carrollton officials address parents' concerns about school safety (Canton Repository)

Carrollton Exempted Village Schools Superintendent Dave Quattrochi said that parents picked up hundreds of their children and removed them from school…Read more...

• Cuyahoga Heights school district sues to recover over $4 million in stolen technology funds (Cleveland Plain Dealer)

The Cuyahoga Heights school district is suing to get back more than $4 million that a state audit said was stolen by Joseph Palazzo, the district's former technology director…Read more...

• Columbus school board president re-elected (Columbus Dispatch)

Despite state and federal investigations into district data-rigging, the Columbus school board re-elected its president last night to her fifth consecutive term…Read more...

• Fairfield schools struggle to keep up with technology (Hamilton Journal-News)

The same shortage of funds that has caused Fairfield City Schools to forgo some needed repairs and bus purchases, has also made it difficult for the district to keep up with technology…Read more...

• Amherst schools look to prevent $4.7 million in cuts (Lorain Morning Journal)

The renewal of two Amherst school levies set to expire this year will prevent $4.7 million in cuts to programs, staff and services, said Superintendent Steve Sayers…Read more...

• Early-dismissal Wednesdays coming to all city schools (Marion Star)

All Marion City School buildings will be impacted by a plan to dismiss students early on Wednesdays…Read more...

• 3 students join city school board (Youngstown Vindicator)

Three new city high school students have been sworn in as student board members…Read more...

• South Range to offer open enrollment (Youngstown Vindicator)

South Range is combatting dwindling class sizes and declining revenues by offering limited open enrollment in the upcoming school year, officials say…Read more...

Are you prey to a "choice" stealth campaign

Think public-school teachers are bad and vouchers are good? You may be prey to a well-funded stealth campaign.

In June 1995, the economist Milton Friedman wrote an article for the Washington Post promoting the use of public education funds for private schools as a way to transfer the nation’s public school systems to the private sector. “Vouchers,” he wrote, “are not an end in themselves; they are a means to make a transition from a government to a market system.” The article was republished by “free market” think tanks, including the Cato Institute and the Hoover Institution, with the title “Public Schools: Make Them Private.”

While Friedman has promoted vouchers for decades, most famously in his masterwork Free to Choose, the story of how public funds are actually being transferred to private, often religious, schools is a study in the ability of a few wealthy families, along with a network of right-wing think tanks, to create one of the most successful “astroturf” campaigns money could buy. Rather than openly championing dismantling the public school system, they promote bringing market incentives and competition into education as a way to fix failing schools, particularly in low-income Black and Latino communities.

Even before the U.S. Supreme Court’s Citizen’s United ruling deregulated campaign finance and unleashed millions in political donations, concentrated wealth has played a role in politics. Now in the limelight for its attacks on unions and the exposure of 800 model bills and documents, the American Legislative Exchange Council (ALEC) has produced model bills favorable to its corporate and right-wing funders behind closed doors for decades (as In These Times uncovered in 2011)– including school vouchers and tax credit bills.

This concentrated wealth is reaching into America's classrooms state by state, promoting the transfer of public funds to private education through vouchers that allow parents to pay for tuition at private schools with public money. Promoting “school choice” through privately run charter schools doesn’t go far enough for these billionaires. Today, “private school choice” programs, as vouchers are called in the annual report of the Alliance for School Choice, are in place in 13 states and the District of Columbia. In 2011, a year when states across the nation slashed their education budgets, 41 states introduced 145 pieces of private school choice legislation.

[readon2 url="http://inthesetimes.com/article/13849/the_right_wing_machine_behind_school_choice"]Continue reading...[/readon2]

Romney education policy aligns with ALEC agenda

As its inner workings have been revealed over the past few months, one thing is clear about the American Legislative Exchange Council, the radical conservative “bill mill” that gives powerful corporations access to lawmakers: The group makes no apologies for putting the needs of Corporate America, and the wealthy citizens it comprises, before those of middle class America.

The same could be said of presumptive GOP presidential candidate Mitt Romney.

Earlier this week, Romney finally got around to introducing some details of his education policy —and much of what he said might as well have been churned out at a meeting of ALEC’s education task force.

Here are top priorities they share:

• Promote a nationwide voucher program. Funneling public funds to private schools and for-profit charters through voucher schemes has been an ALEC priority for decades—and they’ve been successful in states like Wisconsin, Arizona and Georgia to name only a few. In his education policy speech, Romney said that if he were president, federal education funds would be linked to students, with parents deciding where their child goes to school, be it a public, charter or private school.
• Eliminate teacher certification requirements. ALEC’s Alternative Certification Act asserts that any professional can teach K-12 classes with virtually no preparation, and it’s a theme woven into its other education bills. Romney similarly believes there is too much “unnecessary certification” getting in the way of professionals from other fields might want to give the teaching thing a go.
• Make it more difficult for middle class families to afford higher education. Their tactics may differ, but the result would be the same: More and more, college would become a luxury of the upper class. Romney would repeal the law signed by President Obama that eliminates banks as middle men on federally guaranteed student loans and uses those savings to increase Pell Grants, strengthen community colleges and make it easier for students to repay their federal student loans. (Romney revealed his lack of perspective on college affordability earlier on the campaign trail, suggesting that borrowing money from parents or attending outrageously priced for-profit colleges might be solutions for those who cannot easily afford higher education.)

ALEC has generated model legislation that would give tax breaks to families wealthy enough to have college savings accounts—which many middle class families cannot afford. Other model bills would direct public funds to private universities through higher education vouchers.

• Upend educator unions. Union busting is high on ALEC’s overall agenda (a favorite topic of conversation at its economic task force meetings), and language attempting to limit educator unions’ ability to negotiate crops up in several K-12 education bills. Romney, meanwhile, says standing up to organized labor and taking so-called “right to work law” national is a day-one priority.

So what’s it like for educators when top decision makers sign off on anti-public education legislation? Just ask a teacher from a state where ALEC-friendly lawmakers and governors have already had their way.

“Wisconsin has been slowly going private for years,” says Milwaukee kindergarten teacher Tiffanie Lawson. “And these for-profit charters are not held to the same standards that we are–we’re talking about teachers who don’t have teaching degrees. We’ve seen so much corruption with money going to the choice and charter schools that should be going to the public schools.” (Read more about ALEC’s shocking degree of influence in Wisconsin in the Center for Media and Democracy’s recently released “Wisconsin: The Hijacking of a State.”)

“We see students who leave our schools to go to these charters come back to us,” said Lawson, “because they realize they’re not getting the education they deserve and that the public schools offer what they need: the support, the services. And we need the resources to keep all of that going for our kids.”

Find out more, and get involved, here.

Ohio's Draft Waiver for NCLB

The Ohio Department of Education has a draft waiver for NCLB. The headline making change is to move away from the current school ranking system to a letter grade (A-f). Other proposals in the draft include:

• Changing the current differentiated accountability system to identify and support the lowest performing Title 1 schools.
• Greater flexibility in the use of federal professional development funds as a trade off with the higher standards and transparency in the accountability system.
• Schools and districts will need to complete fewer forms and reports to use federal dollars.
• Focusing on low-achieving schools to ensure compliance with reform models and mandates, including those in the state budget (HB 153).
• Ensuring a system of rewards and recognitions exist for districts and schools that meet designated achievement levels or levels of expected growth.
• Improving federally approved Differentiated Accountability Model and ensuring that it aligns with state accountability system and consequence.
• Phasing out the Highly Qualified Teachers measure on report card and as data used to determine equitable distribution of teachers and replacing it with four evaluation effectiveness ratings.
• Continuing to expand and provide technical support for school-wide pooling of funds in eligible buildings and expanding transferability to allow schools in improvement status to transfer Title funding.
• Optional flexibility to permit community learning centers to use 21st century funds in supporting expanded learning time during the school day in addition to non-school hours, according to the draft.

Further information can be found here at the ODE website.