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Following the billions of dollars spent every year educating children.
April 11, 2012
Walcott: Turnaround will happen even without federal funding
When members of the Panel for Educational Policy vote on more than two dozen school closure proposals later this month, they won't know whether the city will get federal dollars to fund the schools that replace them. Speaking to state lawmakers today, Education Commissioner John King said he does not plan to respond to the city's applications for federal School Improvement Grants until "early June" — well over a month after the PEP is scheduled to vote on closure plans for 26 schools. The panel has never rejected a city proposal. The closures are part of an overhaul process known as "turnaround" that the city devised in large part to win the funds. When Mayor Bloomberg announced the turnaround plans in his State of the City speech in January, he cited the availability of the federal funds — about $2 million per school each year — as a key motivator. But lately, the city's rhetoric has changed. When the Department of Education published details about its school closure plans last month, it explained that the turnarounds would happen with or without the federal dollars. Deputy Chancellor Marc Sternberg also told GothamSchools that new principals wouldn't have to replace half of their staffs when the schools reopened, a provision that could disqualify the schools from receiving SIG grants. Walcott told reporters at the hearing today that closure was the best move forward for the 26 low-rated schools with or without the supplemental grants. The schools are eligible for more than $150 million over a three-year period, but Walcott said the city's plans could be implemented without the extra funding. "If we have the money, that's great," he said. "But money should not drive policy. The policy should be, how do we benefit the students in the long run, and that's my overall goal."
April 6, 2012
Funding for no-longer-turnaround schools still an open question
Rejoice is turning to concern about funding at schools newly spared from an aggressive overhaul process. The seven schools — all with top grades on the city’s performance metrics — pulled from the Department of Education’s “turnaround” roster on Monday were positioned to receive about $15 million in federal School Improvement Grants next year. Being taken off the turnaround list means the schools won't have to replace half of their teachers, lose their names, or get new principals. But it also means that they might not receive the funds: A letter distributed by the Department of Education to students at the schools on Tuesday states, "We regret that this [change] may result in the loss of federal resources for your school." The funds could make the difference between continued improvement and backsliding for the schools. Five of the seven schools had received SIG funds in 2010 and 2011, enabling them to pay for enhancements that their principals said led to quick improvements. At Brooklyn's School of Global Studies, nearly $1 million received under "transformation" allowed the school to buy new technology and hire expert teachers. William E. Grady Career and Technical High School paid for tutoring, college trips, an extended program, and Saturday school for students who had fallen behind. Both schools scored B's on their most recent city progress reports after years of low grades. "If we don’t get the money we wont be able to finish what we started," Geraldine Maione, Grady's principal, said this week. "We started out on the premise that we were getting this money for three years because that is what we were told."
September 6, 2011
Lobato case: Whose constitution is it, anyway?
Editor's note: The following piece was written by Ken DeLay, executive director of the Colorado Association of School Boards. Students do not show up at the schoolhouse door equally well equipped for success. We know, for example, that young children who grow up in homes where adults regularly read and speak to them by age three have heard 30 million more words and have a vocabulary more than twice as large as children who grow up without those experiences. There are also differences in intellect and a host of other factors that affect student learning. Colorado’s public schools have been rightly challenged to accept every one of these children, no matter how well equipped to learn, and to launch them into adulthood 12 years later fully prepared for college or career. Leaving aside the legal analysis and the political jousting, the plaintiffs in the just-concluded Lobato trial are seeking only recognition of the fact that it costs more to educate the child with a vocabulary less than half that of his peers and a life experience of hearing more than 30 million fewer spoken words, and an order requiring the state to create a plan for funding those costs. The plaintiffs’ claims are rooted in an old idea. We get what we pay for.
June 1, 2011
Might Colorado's school funding picture change?
Paul Teske is Dean and University of Colorado Distinguished Professor at the School of Public Affairs at the University of Colorado Denver. (These views represent the personal opinions of the author and may not reflect the position of the University of Colorado Denver or the University of Colorado system). As we start summer – the real, post-Memorial Day, school is out, summer – it is worth reflecting on the near-term future of education funding in Colorado. The legislature recently finished its session, which focused mainly upon budget cuts. Both higher ed and K-12 took cuts, but in the end, these cuts were somewhat less than some feared (higher ed), or less than the original level of cuts (for K-12). Remarkably, as the session ended, the fact that that cuts could have been worse seems to have been spun as mainly good news. EdNews recently linked to new U.S. Census data that ranks Colorado’s per pupil K-12 spending (all revenues divided by number of students) as 40th among the 51 states (including DC). That 2008-9 data is now two academic years behind – two years, by the way, full of deeper cuts in Colorado (and some cuts in some other states, too, to be sure). Consistent with other data on this subject, the Census Bureau shows Colorado spending about $2,000 per pupil below the national average. I will leave it to others to figure out more precisely what $2,000 per pupil could buy. It would seem, in a single class of 25 students, even if only two-thirds of funds were spent in the classroom, it would buy $33,000 worth of extra instruction for the students in that single classroom – a para-professional, lots of useful technological aides, or whatever students need most. READ THE REST OF THIS STORY IN THE BLOG ARCHIVE
January 18, 2011
As state testing nears, city directs $10 million to tutoring
Nearly six months after the city saw students' failure rates spike thanks to new, tougher state tests, Mayor Bloomberg is directing extra funding to ready those students for another round of exams. The mayor announced today that the Department of Education will distribute $10 million to 532 schools where more than two-thirds of students failed the state's math and English tests last year. The funding will target nearly half of the more than 100,000 students who did not meet the state's newly heightened proficiency bar. Bloomberg said he expected 48,000 students to receive extra tutoring and in-school help as a result of the new funding. DOE officials said schools should receive the money by February 8. Principals will be able to spend it on weekend classes, lessons after school, tutoring during the school day, and online programs that will help students cram for the upcoming exams. They will have to race to spend it in time for it to have an effect, as the English and math exams will be administered in early May.
April 29, 2009
In KIPP annual report, school performance data is laid bare
Test results from Harlem's KIPP STAR College Prep Charter School, where students on average outperformed their district but not always the state. Graph from 2008…
April 7, 2009
A unionized charter school says it was betrayed by the unions
Renaissance students organized a protest against the freeze in their budget. Staff at a Queens charter school that is represented by several city labor unions are growing frustrated with the unions, which they worry sat quietly by while state lawmakers slashed charter school budgets two weeks ago. The school, Renaissance Charter School in Jackson Heights, is expecting a cut of between $500,000 and $600,000 from what was projected for next year after state lawmakers froze planned funding increases to charter schools two weeks ago. Charter school activists have said that they're hopeful that Senate Majority Leader Malcolm Smith, who founded another unionized charter school in Queens, will yet restore the extra funds to charter schools, but no deal has been struck yet. That leaves teachers at Renaissance planning for possible teacher layoffs and big program cuts. (The $500,000 cut from the increase the school was expecting is especially hard to shoulder given that pension costs are skyrocketing by $300,000 next year and teacher salaries are slated to go up.) A main frustration, a Renaissance administrator said, is that the unions to which Renaissance's staff belong did not give them a heads up about the cuts — even though staff repeatedly asked union leaders if they should expect a cut. "Our members here feel shafted," Nicholas Tishuk, Renaissance's director of programs and accountability, said. "We were told that this charter school cut was mentioned two months ago, and it hasn’t been on anyone’s lips. And then we find out the Sunday night before the vote on Tuesday that not only was it on everyone’s lips; it’s actually happening." Most charter schools in New York City are not represented by teachers unions, since the schools operate outside of the Department of Education and therefore do not see their staffs unionize automatically. But the union has fought to bring charter schools teachers into its fold. Their slow but steady inclusion has put the union in the tricky position of on the one hand lobbying for limits on charter schools, while, on the other hand, representing some charter school staff.
January 28, 2009
Halfway through the year, state approves DOE's spending plan
Testifying in front of the State Senate today, Chancellor Joel Klein mentioned that the Department of Education and the state had reached an agreement, finally, on how the city will spend $387.5 million in restricted funds. The money is part of the Campaign for Fiscal Equity settlement, which promised annual funding increases to needy school districts. To get the funds, districts must develop a plan, called a Contract for Excellence, that shows that they will spend the money on certain kinds of programs and to help the neediest students. The state and the city have wrangled in the past over how much flexibility the city should have over allocating the funds. The agreement, quietly released yesterday, signals that the state has approved the city's Contract for Excellence for this year and will disburse the funds. The breakdown of spending in the DOE's final plan (shown by program type above) is similar to what the department originally proposed back in July.
December 2, 2008
All the state funds that the New York City schools don't get
We're late to consider Tom Suozzi's property tax commission report, released yesterday. Why would this blog care about a property tax commission report? Because it's actually all about the education, stupid. Property taxes are raised essentially for one reason: to close the gap between what schools need and what the state gives them. If you want to lower property taxes, you also have to lower the cost of school. Suozzi's report offers a list of recommendations for how to do that. In the process, the report also discloses a lot of interesting facts. For instance, check out the chart above.
November 13, 2008
$3.6 billion to fully fund English Language Learners, study finds
Students who are still learning English need twice as much funding as other students, says a policy brief released yesterday by the New York Immigration Coalition. The brief was based on a new, as-yet-unreleased study the Coalition commissioned from research and advocacy organization Multicultural Education, Training, and Advocacy, Inc. (META). At present, funding for English Language Learners (ELLs) is approximately 1.5 times that of regular education students. While the brief does not say how much additional funding the state should provide per pupil, EdWeek blogger Mary Ann Zehr estimated it at about $6,500 more for each ELL student than what is spent today. Adding that much per student would be expensive. The study calculates that New York State would have to spend a total of $3.64 billion on ELLs, about 17% of total state aid to schools. This sounds like a lot given looming state budget cuts, but the brief's authors say it's reasonable.
September 29, 2008
DOE fundraisers "hope for the best" in an uncertain economy
Last year, the nonprofit Fund for Public Schools, housed at the DOE and key to the department’s recent embrace of public-private partnerships, generated…
September 19, 2008
Weakening economy kills plans for middle school at 75 Morton St.
Last month, after an extended campaign to relieve overcrowding in Greenwich Village schools elicited a commitment from the DOE to try to use a state-owned building on Morton Street as a new middle school, families and elected officials held a festive rally. But as the economy falters, it appears now that the celebration was premature. City Council Speaker Christine Quinn at the August rally The Empire State Development Corporation, the state agency that owns the building, has withdrawn plans to sell the building, at least for now, citing the too-low bids it received from private developers while the building was on the market, the Villager reports today. The state agency currently occupying the building will stay there for the time being, making it impossible to renovate the building for use as a middle school in the fall of 2010, when neighborhood activists had hoped a new school could open. In early August, the city said it would formally ask the state to use the Morton Street building as a public school rather than auctioning it off to private developers. But the Villager reports that ESDC officials say the city did not submit any request in writing by the time the bidding process closed on Aug. 13. Asked by District 2 activists at the Panel for Educational Policy meeting on Monday about the city's apparent failure to lobby for the building's use as a public school, Chancellor Klein said the situation was fraught with behind-the-scenes complications. “If there is a way for us to successfully navigate those waters, we will be interested in doing that,” he said. And according to DOE press officer Marge Feinberg, the DOE hasn't given up on building new schools in overcrowded areas.
September 15, 2008
Former NYC teachers aim to "revolutionize educational philanthropy"
Two former New York City schoolteachers have taken to heart Teach for America's intention to create innovators who maintain a commitment to educational equity even after they leave the classroom — they've started a nonprofit organization designed to facilitate individual giving to public schools. Jessica Rauch and Eli Savit, who now live in Michigan, recently won $10,000 in start-up funds in the August competition on IdeaBlob.com, which pits new business ideas against each other in public voting. Their initiative, The Generation Project, aims to "revolutionize educational philanthropy" by facilitating connections between schools and individuals who want to donate to them. From 2005 to 2007, Rauch taught English language learners at PS 86 in the Kingsbridge section of the Bronx; Savit taught 8th-grade social studies at IS 339 in the South Bronx. "As a new teacher, my time was very limited; between lesson planning, after-school tutoring, and graduate school, I didn't have as much time as I would have liked to find individualized opportunities for all of my students," wrote Rauch in an email to GothamSchools. "Although my administration was great and tried hard to expose students to various enrichment activities, I wished there was an easy way to further expand my students' horizons." For example, Rauch wrote, one of Savit's students who had developed an interest in domestic affairs could have attended a program in Washington, D.C., if Savit could easily have found a way to pay for it. Motivated by their own experiences, Rauch and Savit are working to create a database of prepaid gifts, "shaped by [funders'] own passions and priorities," that schools and teachers can apply to receive. This approach represents an inversion of the one taken by the popular website DonorsChoose.org, where potential donors browse funding requests from teachers who have identified particular needs for their classroom. "DonorsChoose is awesome, but it serves a different role for under-resourced schools than we propose," Rauch wrote.
August 12, 2008
What can we learn from other states on property tax caps?
Mayor David Cohen of Newton, Mass. The town faces school budget cuts after failing to override a tax cap. <em>##http://www.bostonherald.com/news/regional/politics/view.bg?articleid=1083371&srvc=home&position=0##Boston Herald##</em> Last Friday,…
July 31, 2008
Concerns, criticisms dominate at Contracts for Excellence public hearing
Photo by p_a_h Elected officials, teachers, and parents offered up a litany of concerns about the DOE's proposed Contracts for Excellence — regarding both their content and the process by which they were developed — last night at the final public hearing in Manhattan. The hearing, chaired by Terence Tolbert, executive director of the DOE's Department of Intergovernmental Affairs (and soon to direct Obama's Nevada campaign), was well-attended by representatives from numerous organizations, including ACORN, Class Size Matters, the Coalition for Educational Justice, the Alliance for Quality Education, the City Council, school level PTAs, the UFT, and others. Legally, Contracts for Excellence funding must "supplement, not supplant" existing spending; several speakers expressed concerns that the money will be spent to close holes in the budget rather than create or expand programs. Others worried that the new funding would be used to make up losses due to budget cuts in low-performing schools, rather than expanding services for high-needs children in those schools. Complicating these issues, several speakers noted, the plan includes little oversight of whether principals spend the Contracts for Excellence money as intended.
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