Ample School Funding
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Ample School Funding

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Ample School Funding Presentation Transcript

  • 1. THE AMPLE SCHOOL FUNDING PROJECT Washington Education Research Network Forum May 12, 2004
  • 2. THE PROBLEMS. . .
    • The state is not currently meeting its constitutional obligation to fully fund basic education.
    • In addition, the state has added new performance standards without the necessary resources to accomplish them.
  • 3. PER PUPIL EXPENDITURES National standing on K-12 per pupil support Washington’s per pupil expenditures from all sources compared to national average, 1959-2000 80% 90% 100% 110% 120% 1959-60 1969-70 1979-80 1980-81 1985-86 1989-90 1990-91 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-2000 First year of full state funding of basic ed. Start of HB 1209 Ed Reform Source: US Dept. of Education, Digest of Education Statistics, Table 168, 2002. 113% 94% 112% National Average Funding Per Pupil In Average Daily Attendance From All Sources,
  • 4. WASHINGTON STATE CONSTITUTION
    • Article IX, Section 1: “It is the paramount duty of the state to make ample provision for the education of all students…”
    • ( paramount : chief in importance; supreme; preeminent)*
    • ( ample : more than enough; enough to fulfill the needs or purpose)*
    • * Webster’s New World Dictionary
  • 5. DORAN SCHOOL FUNDING CASES – FUNDING PRINCIPLES
    • Washington’s current finance system is a legislative response to three court decisions in interpreting the “paramount duty” clause of the state constitution.
    • The court decisions in 1977,1983 and 1988 described the state’s duty under Article IX, section 1 of the Washington State Constitution. These cases established the following principles of school funding:
      • Education is the “paramount duty” of the state and takes precedence over all other state financial obligations.
      • The Legislature must define basic education and provide adequate funding for those programs.
  • 6.
      • Programs considered basic education are:
        • Regular Apportionment
        • Vocational Education
        • Special Education
        • Most of Pupil Transportation
        • Transitional Bilingual Education
        • Learning Assistance
      • The funding formula is not “cast in concrete;” it is the continuing obligation of the Legislature to review the formula as the education system evolves and changes.
    FUNDING PRINCIPLES (con’t.)
  • 7. K-12 Finance Studies Were Completed in 2002, 2003 & 2004
    • The “ Realities of Education Funding in Washington State” study showed the long-term decline in state support for public schools and increasing reliance on special levies. (League of Education Voters, December 2002)
    • The “ What Will It Take ” study identified a 31% gap in the funding needed for all students to achieve the State’s education reform standards. (Rainier Institute, March 2003)
    • The “ Washington State School Finances: Does Every Child Count” documented worrisome funding gaps especially among our most needy school districts. ( Washington State PTA, March 2004)
  • 8. Recent K-12 Finance Study Results and Requests For A State Finance Study Did Not Bear Fruit
    • Various recent studies made it evident that a number of problems exist with the current K-12 funding system.
    • The Governor, the OSPI and many legislators called for a state K-12 finance study in 2003. The 2003 Legislature chose not to fund a study.
    • In 2004 legislators were asked but did not support funding for a COMPREHENSIVE K-12 Finance Study. (OSPI’s 2004Supplemental Budget Request, & WASA, WSSDA,WEA.)
  • 9. Why Did WASA Undertake the Ample School Funding Project?
    • Since the State has elected not to initiate a comprehensive funding study, the Washington Association of School Administrators has begun a two phase project to:
      • Substantiate that current state funding levels are inadequate to fund Basic Education as required, and
      • Continue and initiate studies to establish what additional resources are needed to reach the state’s new performance standards.
  • 10. PROJECT TASKS
    • Hired a consultant to coordinate and perform the first phase of the project.
     
    • Created a technical analysis advisory panel consisting of a core group of experienced fiscal and policy analysts committed to assisting the project.
    • Create an oversight committee for the Project with members to be appointed from WASA’s K-12 Finance Study Workgroups and other associations.
  • 11. PROJECT TASKS (cont.)
    • Established an Ample School Funding Project Web site (www.wasa-oly.org/asfp.htm) to share results of the studies.
    • Build a Larger Constituency Group to work together as much as possible
    • - WSLFA, AWSP, WSPTA, WSSDA, WEA, SBE,WASC, WSASCD, etc.
    • - ESDs and OSPI
    • - Regions (i.e. Puget Sound’s SAVE Project)
    • - Local School Districts.
  • 12. THE PROCESS
    • Prepare analysis of the adequacy of funding in each of the current basic education programs based on the decisions made in School Funding I, II, and III and Legislative responses.
    • Identify funding and formula changes needed to meet today’s Basic Education requirements.
    • Calculate a GAP analysis based on Washington State’s new standards and goals.
    • Propose remedies and solutions to the current system to provide ample funds to schools in an equitable manner.
  • 13. CURRENT PROJECT STATUS
    • A draft Pupil Transportation Study is available on our website documenting problems with the state’s funding formula and resulting underfunding in a large number of school districts.
    • A draft paper is underway on the Special Education Program . Early indications are that the state is requiring the use of special excess levies to fund this program, something specifically prohibited by various school funding decisions.
    • The next paper will address the main Basic Education program, Apportionment . We expect a draft to be available by July or August.
  • 14. EXPECTED USES OF FIRST PHASE OF PROJECT
    • As information is gathered it will be shared with legislators, other associations and school districts.
    • It may be used to solve one program at a time, or may become part of a comprehensive solution.
    • It may increase funding in different ways as part of a larger solution.
  • 15. PROJECT TIMELINE
    • May-Dec. 2004 Transportation
      • In-depth 3 district summary
      • Formula adjustment process
      • Finish paper
    • Special Education
      • Complete research
      • Finish paper
    • Apportionment
      • Complete research
      • NERC Survey
      • Formula Adjustment Process
      • Finish Paper
    • Outreach/Collaboration
  • 16. WHY WE CAN’T WAIT