1) State funding for K-12 schools in South Dakota has dropped 10% over the last 10 years, with schools now receiving less than 15% of the state's budget.
2) The Rapid City Area Schools district will need to cut 60-70 positions per year, equivalent to $3 million in cuts, if funding is not increased as enrollment grows.
3) Voters will be asked to approve a $6 million per year "opt-out" of property tax limitations for 5 years to make up funding shortfalls and avoid further cuts to programs and teachers.
This document summarizes Senate Bill 1, the School Funding Reform Act of 2015 in Illinois. The bill aims to create a more equitable school funding system that accounts for student need and local resources. It proposes consolidating multiple state funding streams into a single, weighted funding formula that considers factors like low-income status, English language learners, special education, and regional costs. The bill also includes provisions for oversight, accountability, a funding increase from the state, and further review of the new system.
The document discusses proposals to reform Washington state's K-12 education system. It outlines recommendations from the Basic Education Finance Task Force (BETF) to redefine basic education, implement a new school funding formula based on prototype schools, and improve teacher compensation and evaluation systems. It also describes a proposal from the Full Funding Coalition to phase in full funding of basic education over 5 years using new funding formulas.
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
Alison Garnham - London Child Poverty Conference Civic Agenda
The document discusses child poverty in the UK. It notes that child poverty is projected to rise significantly by 2020 according to IFS estimates. Factors that influence child poverty rates include parental employment levels, cost of living, benefits policy, and funding for programs that support children from low-income families. The document calls for policy responses like improving early education programs, monitoring the pupil premium, reforming universal credit, and local initiatives to boost parental employment.
The document discusses child poverty in the UK, including targets set by previous governments to reduce it and measures taken that achieved some success. However, it notes that recent government policies, including significant cuts to benefits and tax credits, are expected to cause child poverty levels to substantially increase again. It argues more investment is needed to both improve living standards and support families' ability to work if the goal of ending child poverty is to be achieved.
The UK Office for National Statistics has launched a National Well-being Programme to measure national well-being beyond traditional economic indicators like GDP. The programme aims to establish an accepted set of national statistics on well-being across ten domains, including health, relationships, education, and the environment. So far, the programme has conducted public consultations, published initial annual reports, and added questions to household surveys on life satisfaction, feelings of worthwhileness, happiness and anxiety. Future work includes further developing measures, analyzing drivers of well-being, and providing local area well-being data. The goal is to better understand and monitor societal progress over time.
This document summarizes Senate Bill 1, the School Funding Reform Act of 2015 in Illinois. The bill aims to create a more equitable school funding system that accounts for student need and local district resources. Key points of the proposed new funding formula include weighting the foundation level based on student characteristics, determining local contribution based on wealth, and closing the funding gap with state dollars. The bill also proposes increased oversight, a review committee, and an adequacy study to assess the new funding system.
The document summarizes the negative financial impact of the governor's fiscal proposal on a small, rural school district. It shows that level state funding over the next two years, along with a one-time assessment, would require over a 10% tax increase to maintain current programs. Additional costs not covered could lead to cuts impacting students, such as larger class sizes and reduced course offerings. The district has already implemented cost-saving measures but faces difficult decisions if funding does not increase.
This document summarizes Senate Bill 1, the School Funding Reform Act of 2015 in Illinois. The bill aims to create a more equitable school funding system that accounts for student need and local resources. It proposes consolidating multiple state funding streams into a single, weighted funding formula that considers factors like low-income status, English language learners, special education, and regional costs. The bill also includes provisions for oversight, accountability, a funding increase from the state, and further review of the new system.
The document discusses proposals to reform Washington state's K-12 education system. It outlines recommendations from the Basic Education Finance Task Force (BETF) to redefine basic education, implement a new school funding formula based on prototype schools, and improve teacher compensation and evaluation systems. It also describes a proposal from the Full Funding Coalition to phase in full funding of basic education over 5 years using new funding formulas.
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
Alison Garnham - London Child Poverty Conference Civic Agenda
The document discusses child poverty in the UK. It notes that child poverty is projected to rise significantly by 2020 according to IFS estimates. Factors that influence child poverty rates include parental employment levels, cost of living, benefits policy, and funding for programs that support children from low-income families. The document calls for policy responses like improving early education programs, monitoring the pupil premium, reforming universal credit, and local initiatives to boost parental employment.
The document discusses child poverty in the UK, including targets set by previous governments to reduce it and measures taken that achieved some success. However, it notes that recent government policies, including significant cuts to benefits and tax credits, are expected to cause child poverty levels to substantially increase again. It argues more investment is needed to both improve living standards and support families' ability to work if the goal of ending child poverty is to be achieved.
The UK Office for National Statistics has launched a National Well-being Programme to measure national well-being beyond traditional economic indicators like GDP. The programme aims to establish an accepted set of national statistics on well-being across ten domains, including health, relationships, education, and the environment. So far, the programme has conducted public consultations, published initial annual reports, and added questions to household surveys on life satisfaction, feelings of worthwhileness, happiness and anxiety. Future work includes further developing measures, analyzing drivers of well-being, and providing local area well-being data. The goal is to better understand and monitor societal progress over time.
This document summarizes Senate Bill 1, the School Funding Reform Act of 2015 in Illinois. The bill aims to create a more equitable school funding system that accounts for student need and local district resources. Key points of the proposed new funding formula include weighting the foundation level based on student characteristics, determining local contribution based on wealth, and closing the funding gap with state dollars. The bill also proposes increased oversight, a review committee, and an adequacy study to assess the new funding system.
The document summarizes the negative financial impact of the governor's fiscal proposal on a small, rural school district. It shows that level state funding over the next two years, along with a one-time assessment, would require over a 10% tax increase to maintain current programs. Additional costs not covered could lead to cuts impacting students, such as larger class sizes and reduced course offerings. The district has already implemented cost-saving measures but faces difficult decisions if funding does not increase.
This presentation was made by Eileen Regan and Matthew Wilson , at the 3rd Experts Meeting on Gender Budgeting held at the OECD Conference Centre, Paris, on 19-20 September 2019
This document provides an agenda and background information for the Illinois School Funding Reform Commission meeting. The agenda includes welcoming remarks, a discussion of national best practices in school funding, an overview of Illinois' current funding systems, establishing guiding principles, and wrapping up. A history of funding reform efforts in Illinois since 1970 is also summarized. Key statistics about Illinois' current funding show it ranks high in per-pupil spending but low in state funding contribution compared to other states. Suggestions are made for small group meetings to further study the current funding formula and proposals to change it. Contact information is provided for the Commission chair and staffer.
The document discusses the budget crisis facing Charlotte-Mecklenburg Schools for the 2011-2012 school year due to reductions in state and county funding, requiring cuts of $62-125 million and impacting over 1,500 positions. It outlines CMS's proposed budget cuts and strategic plan to minimize the impact on classrooms while continuing to improve student achievement, and encourages community involvement to support public schools.
Harrisburg School District Advisory Board Presentationtodaysthedayhbg
This document summarizes a presentation given to the Harrisburg School District on their financial recovery status under Act 141. It reviews the district's revenues and expenditures, presents a baseline budget forecast showing future deficits, and identifies the major drivers as increased charter school costs, pension costs, and declining revenues. It also discusses alternatives to balance the budget, such as limiting charter school growth, tax increases, wage reductions, benefit capping, and other cost savings.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
Public education in the US relies on financing from multiple levels of government. Local school districts primarily rely on property taxes to fund schools, though this leads to disparities between wealthy and poor districts. States provide additional funding from sales taxes and income taxes. Federal funding makes up a small portion and focuses on specific programs. There are ongoing debates around school choice, accountability, and balancing funding sources as costs rise.
Every year the Family and Childcare Trust collects statistics about childcare costs and availability in Britain.
Our data – collected from local authority Family Information Services – makes it possible to monitor changes in childcare costs and supply from year to year.
All our reports are widely used by policymakers and academics in all parts of the UK and beyond.
summary of the consequences on changes to the "ability to pay formula" between 2007 and 2016 and subsequent chapter 70 reimbursements to Massachusetts cities and towns.
Deloitte UK Restructuring Sector Outlook 2016 - Education Industry in Unchart...Thorsten Lederer 托尔斯滕
Uncertainty on funding and government policy implications is further exacerbated by reducing student numbers which together are putting both fnancial and operational pressure on institutions. At best, these changes will require a shift in management skills and adjustment in operations but could result in some institutions being no longer viable. Excellent read.
The document discusses returns on investments in education, particularly early childhood development. It finds that investing early and increasing access to preschool has substantial economic and social benefits, with benefit-cost ratios ranging from 2.9 to 17.1. Studies show investments in early education improve educational and life outcomes, and can increase long-term economic growth. While Caribbean countries invest heavily in education overall, pre-primary receives the smallest share of budgets. The document concludes greater investment is needed in early childhood to improve educational and economic outcomes in the region.
Spring 2009 Finance Presentation For Pt As V2jhackett
Explanation of Weld County School District 6's current financial picture, budget priorities, and how the district compares to other districts in the region.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Studies cited found students taking two or more CTE courses had their risk of dropping out reduced by 50-70% and absenteeism reduced. However, recent cuts of 50% to CTE funding will lead to fewer students in these programs and downstream effects like lower graduation rates, workforce skills, and economic outcomes. The document calls on readers to urge elected officials to reverse these cuts.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Fewer students in CTE will result in a less robust workforce, higher social costs, and lower quality education. The 50% cut to CTE funding in 2010 and another cut this year will lead many CTE programs and teachers to be eliminated, reducing enrollment and access to these beneficial programs. Reversing these cuts is important for Arizona's fiscal health and education quality.
Deloitte UK Restructuring Sector Outlook 2016 - Adult Social Care in Troubled...Thorsten Lederer 托尔斯滕
The Adult Social Care sector in the UK is in difficulty. The sector is experiencing the perfect storm of an ageing UK population which is increasing demand for services at the same time as it tries to respond to five years of real term funding cuts, significant wage inflation and increasing regulation. Worthwhile reading.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
HESAA's mission is to provide students and families with the information and resources necessary to attain education beyond high school. It serves as both a federal guaranty agency and a state higher education authority, allowing it to provide comprehensive financial aid programs. The document is HESAA's 2013 annual report, which highlights the organization's grants, scholarships, student loans, college savings programs and outreach initiatives that help make higher education accessible and affordable for New Jersey students and families.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
El documento proporciona información sobre el uso de un diccionario bilingüe inglés-español. Explica que el orden alfabético difiere debido a letras como CH, LL y Ñ. También cubre abreviaturas, sílabas guía, funciones gramaticales, palabras compuestas, verbos frasales, palabras que no aparecen y el sufijo -ing.
This presentation was made by Eileen Regan and Matthew Wilson , at the 3rd Experts Meeting on Gender Budgeting held at the OECD Conference Centre, Paris, on 19-20 September 2019
This document provides an agenda and background information for the Illinois School Funding Reform Commission meeting. The agenda includes welcoming remarks, a discussion of national best practices in school funding, an overview of Illinois' current funding systems, establishing guiding principles, and wrapping up. A history of funding reform efforts in Illinois since 1970 is also summarized. Key statistics about Illinois' current funding show it ranks high in per-pupil spending but low in state funding contribution compared to other states. Suggestions are made for small group meetings to further study the current funding formula and proposals to change it. Contact information is provided for the Commission chair and staffer.
The document discusses the budget crisis facing Charlotte-Mecklenburg Schools for the 2011-2012 school year due to reductions in state and county funding, requiring cuts of $62-125 million and impacting over 1,500 positions. It outlines CMS's proposed budget cuts and strategic plan to minimize the impact on classrooms while continuing to improve student achievement, and encourages community involvement to support public schools.
Harrisburg School District Advisory Board Presentationtodaysthedayhbg
This document summarizes a presentation given to the Harrisburg School District on their financial recovery status under Act 141. It reviews the district's revenues and expenditures, presents a baseline budget forecast showing future deficits, and identifies the major drivers as increased charter school costs, pension costs, and declining revenues. It also discusses alternatives to balance the budget, such as limiting charter school growth, tax increases, wage reductions, benefit capping, and other cost savings.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
Public education in the US relies on financing from multiple levels of government. Local school districts primarily rely on property taxes to fund schools, though this leads to disparities between wealthy and poor districts. States provide additional funding from sales taxes and income taxes. Federal funding makes up a small portion and focuses on specific programs. There are ongoing debates around school choice, accountability, and balancing funding sources as costs rise.
Every year the Family and Childcare Trust collects statistics about childcare costs and availability in Britain.
Our data – collected from local authority Family Information Services – makes it possible to monitor changes in childcare costs and supply from year to year.
All our reports are widely used by policymakers and academics in all parts of the UK and beyond.
summary of the consequences on changes to the "ability to pay formula" between 2007 and 2016 and subsequent chapter 70 reimbursements to Massachusetts cities and towns.
Deloitte UK Restructuring Sector Outlook 2016 - Education Industry in Unchart...Thorsten Lederer 托尔斯滕
Uncertainty on funding and government policy implications is further exacerbated by reducing student numbers which together are putting both fnancial and operational pressure on institutions. At best, these changes will require a shift in management skills and adjustment in operations but could result in some institutions being no longer viable. Excellent read.
The document discusses returns on investments in education, particularly early childhood development. It finds that investing early and increasing access to preschool has substantial economic and social benefits, with benefit-cost ratios ranging from 2.9 to 17.1. Studies show investments in early education improve educational and life outcomes, and can increase long-term economic growth. While Caribbean countries invest heavily in education overall, pre-primary receives the smallest share of budgets. The document concludes greater investment is needed in early childhood to improve educational and economic outcomes in the region.
Spring 2009 Finance Presentation For Pt As V2jhackett
Explanation of Weld County School District 6's current financial picture, budget priorities, and how the district compares to other districts in the region.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Studies cited found students taking two or more CTE courses had their risk of dropping out reduced by 50-70% and absenteeism reduced. However, recent cuts of 50% to CTE funding will lead to fewer students in these programs and downstream effects like lower graduation rates, workforce skills, and economic outcomes. The document calls on readers to urge elected officials to reverse these cuts.
The document summarizes how cuts to career and technical education (CTE) funding in Arizona will negatively impact the state's economy and education system. It presents data showing that CTE programs improve high school graduation rates and academic performance while reducing dropout rates. Fewer students in CTE will result in a less robust workforce, higher social costs, and lower quality education. The 50% cut to CTE funding in 2010 and another cut this year will lead many CTE programs and teachers to be eliminated, reducing enrollment and access to these beneficial programs. Reversing these cuts is important for Arizona's fiscal health and education quality.
Deloitte UK Restructuring Sector Outlook 2016 - Adult Social Care in Troubled...Thorsten Lederer 托尔斯滕
The Adult Social Care sector in the UK is in difficulty. The sector is experiencing the perfect storm of an ageing UK population which is increasing demand for services at the same time as it tries to respond to five years of real term funding cuts, significant wage inflation and increasing regulation. Worthwhile reading.
Alternative sources of financing secondary school education in the rural coun...Alexander Decker
This document summarizes a study on alternative sources of financing secondary education in Kisii County, Kenya. The study found the dominant alternative sources were service-based incomes (20%), commercial activities like school canteens (35%), and agricultural activities like livestock and crop farming (45%). Revenues from these alternative sources helped schools pay salaries, hire more teachers, improve facilities, and motivate students. However, 15% of schools still faced challenges securing funding. The document recommends the Kenyan government formulate policies requiring schools to pursue alternative funding to reduce reliance on unsustainable government funding and train school managers in developing alternative income sources.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
HESAA's mission is to provide students and families with the information and resources necessary to attain education beyond high school. It serves as both a federal guaranty agency and a state higher education authority, allowing it to provide comprehensive financial aid programs. The document is HESAA's 2013 annual report, which highlights the organization's grants, scholarships, student loans, college savings programs and outreach initiatives that help make higher education accessible and affordable for New Jersey students and families.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
El documento proporciona información sobre el uso de un diccionario bilingüe inglés-español. Explica que el orden alfabético difiere debido a letras como CH, LL y Ñ. También cubre abreviaturas, sílabas guía, funciones gramaticales, palabras compuestas, verbos frasales, palabras que no aparecen y el sufijo -ing.
MICRO FINANCE
HISTORY OF MICRO FINANCE Fully-incorporated microfinance and community development bank-ShoreBank, founded in 1973 in Chicago. First microloan in Bangladesh in 1974 Economics professor Muhammad Yunus. Accion International, began disbursing microloans in Recife, Brazil as early as 1975.
SOURCES OF MICRO FINANCE SERVICES FORMAL INSTITUTIONS Such as rural banks and cooperatives; NGOs. INFORMAL SOURCES Such as money lenders and shopkeepers.
The document describes 5 basic geometric shapes: a circle with no sides or corners, a triangle with 3 sides and 3 corners, a rectangle with 4 sides and 4 equal corners and opposite sides, a square with 4 equal sides and corners, and an oval shape.
El documento proporciona información sobre el uso de un diccionario bilingüe inglés-español. Explica que el orden alfabético difiere debido a letras como CH, LL y Ñ. También describe las abreviaturas, las sílabas guía, cómo una palabra puede tener diferentes significados dependiendo del contexto, palabras compuestas con significados diferentes en español, verbos frasales en inglés con significados distintos al verbo solo, y palabras que no aparecen en su forma original debido a sufijos como -ing o terminaciones
Dry cleaning services are helpful as they remove stains and keep clothes in good condition without tedious hand washing. Linen towels and napkins are important textile products that feel elegant, comfortable, and cool. Sunbeam Laundry is a dry cleaning business located in London that offers linen cleaning and provides their contact information for more details.
There are many who have a common misconception that model photography is not an art but it is only about the cloths and the make-up. Some of them also think that it is basically related to titillation and nudity.
Effect of various parameters on local concentration profiles of ions in woodReddysuresh Kolavali
This document summarizes an experiment investigating the diffusion of lithium ions (Li+) into wood. Small wood samples of Norway spruce sapwood and heartwood were impregnated with a 1M lithium chloride (LiCl) solution at temperatures of 40°C and 60°C for time periods of 4 and 12 hours. The wood samples were then sliced and the Li+ concentration was measured in each slice using flame atomic emission spectroscopy. Higher Li+ concentrations were found in the outer slices compared to the inner slices, indicating diffusion of Li+ into the wood over time. The experiment aimed to develop a method to measure concentration profiles while minimizing the effects of micro-cracks in the wood.
The Tipp City School District is asking voters to approve a 7.95 mill emergency levy on August 7th to generate $3 million annually for 5 years. State funding cuts have forced the district to make $1.3 million in budget cuts with another $1 million expected for the upcoming school year. Passage of the levy would allow the district to avoid cutting additional staff and programs and maintain its excellent academic rating. Without the levy, the district would have to make further staff cuts that could impact class sizes, graduation rates, and student services.
The Gateway Regional High School District is proposing a $1.1 million lower budget for 2010-11 than 2009-10 due to state aid reductions. To reduce costs, the district has eliminated several teaching and administrative positions, cut various programs and services, and increased class sizes. The proposed budget represents a total tax levy increase of $340,000 across the four sending districts to make up for lost funding. Community support is needed to pass the budget and continue providing a quality education with responsible cost containment.
The document compares the NC Governor's recommended 2021-23 budget to the NC Senate's proposed budget on key education issues identified by the NC Forum. Some key differences include:
- The Senate budget provides 3% raises for teachers over 2 years, while the Governor's budget provides 10% raises.
- Funding for recruitment and retention of educators differs, with the Senate focusing on bonuses and the Governor targeting initiatives like scholarships.
- The budgets allocate COVID relief funds differently, with the Senate using $15 million for low-performing schools and $15 million for mental health services contracts.
- Capital funding amounts differ, with the Governor proposing a $4.7 billion bond and the Senate directing $650
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
This document provides a summary of the 2014-15 proposed budget for the Ossining School District. It outlines budget strategies to ensure student achievement and equitable outcomes, which include continuing advocacy efforts to increase state foundation aid and maintaining budget transparency. It also highlights the district's achievements and priorities such as maintaining class sizes and programs. However, the proposed state budget does not adequately address the district's funding needs, as foundation aid per pupil would decrease. The district has implemented cost savings measures but faces insolvency if funding is not increased.
Highlights of the North Carolina Public School Budget 2018Molly Osborne
This document summarizes key information about North Carolina's public school budget for February 2018, including:
- The state funds schools through position, dollar, and categorical allotments totaling $9.6 billion for 2017-18, with $8.93 billion from the general fund.
- Enrollment (average daily membership) was 1,552,638 students across 2,461 LEAs and 173 charter schools for 2017-18.
- The majority of expenditures were for salaries (69%) and benefits (25%), with the remainder spent on services, supplies, and capital costs.
- Enrollment and funding have both increased in recent years, though schools now receive a smaller share (39%) of the state general
The document provides an overview of the preliminary budget for the North Colonie Central Schools. It identifies returns on educational investments, reviews the current financial picture at the national, state and local levels, and examines the impact of Governor Cuomo's proposed budget. It also discusses educational mandates, the tax levy cap, and the district's approach to developing the 2012-13 budget. Upcoming budget meetings are scheduled in March with a vote by the Board of Education on March 29.
This document compares and contrasts the Broward County and Polk County school districts. Broward County has over 267,000 students across 236 schools, while Polk County has around 100,286 students across 160 schools. Broward County places more emphasis on specialized programs to reduce dropout rates and increase technical education, while Polk County focuses on maintaining required fund balances. Key differences between the districts include student population size, local required effort taxes, and support for different ESE levels. Both districts saw increases in career education and virtual school enrollment.
This presentation covers recent state & county budget developments as well as strategies of unified advocacy groups Fairfax FLAGS, FACE, Full-day K & CPES -- all interested in preserving the world-class quality of FCPS and its many valuable programs.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
The Adena Local School District saw decreasing state funding and increasing costs from 2006-2010. Revenue increased due to a 1% income tax but is projected to decrease without renewal of the tax. Expenditures increased for salaries, benefits, and services. Projections show deficits without replacing lost federal stimulus funds or renewing the income tax, which funds educational programs, facilities, and improvements. The district has made cost-saving upgrades but needs the tax to maintain its quality education.
The document summarizes Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current academic and extracurricular programs. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would translate to small tax increases for average homeowners in the district's four sending communities.
The document summarizes the Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current educational programs and staffing levels. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would result in average annual tax increases of $38.55 to $103.64 for homeowners depending on their community. Funds are also allocated for safety improvements to the running track and football field.
This document discusses resource allocation and the role of the superintendent. It begins with an introduction that asks what strategic resource use looks like and what superintendents must know and do to maximize limited resources. It then provides context on education funding trends, how funds are typically allocated between central administration, school-level spending, and spending categories. It notes that while spending levels alone have not been correlated with performance, more targeted spending increases can positively impact student outcomes. Common misalignments are discussed, such as spending on practices not linked to student performance. Overcoming barriers to realigning resources is challenging but necessary for transformation.
Superintendent Truitt budget letter to state leadersEducationNC
Catherine Truitt, Superintendent of Public Instruction, writes a letter to Gov. Cooper, Speaker Moore, and Senator Berger urging them to pass a state budget. She acknowledges the challenges of the past three years under COVID-19 and expresses hope that a bipartisan budget can be reached to address education needs. Without a budget, many critical programs are at risk such as teacher licensing, financial systems, and technology infrastructure support. Truitt emphasizes the need for budget certainty to help North Carolina's students, educators, and schools during this difficult time.
The school board is requesting approval of a 9 mill replacement levy on the May 3, 2011 ballot to replace an existing levy passed in 1993. The funds are needed to address a projected $721,194 deficit in 2011-2012 and $2.2 million deficit in 2012-2013. Without the funds, the district will have to cut programs, courses, and services resulting in loss of important support for students. The district has taken cost-cutting measures, but costs have risen due to factors like charter schools and special education services. Approval of the levy would help maintain the district's educational programming and fund building repairs.
The school board is requesting approval of a 9 mill replacement levy on the May 3, 2011 ballot to replace an existing levy passed in 1993. The funds are needed to address a projected $721,194 deficit in 2011-2012 and $2.2 million deficit in 2012-2013. Without the funds, the district will have to cut programs, courses, and services resulting in loss of important support for students. The district has taken cost-cutting measures, but costs have risen due to factors like charter schools and special education services. Approval of the levy would help maintain the district's academic programming and fund building repairs.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
2. In the last 10 years State Aide to
schools dropped 10%
K-12 schools receive less than 15%
of the States Budget for education.
What is the budget crisis?
3.
4. Per Student Allocation –PSA
The State Guarantees a set amount of money to a school district
per student
It Comes From
Local Property Taxes + State Aid
It is expected to grow each year
3% or
Consumer Price index (About 1.5-2%)
Which ever is less.
How Are Schools Funded?
5. Video Lottery Money
50% of Video Lottery
earnings are deposited
into the State General
Fund.
It is used to fund pre-K
through post high school
education across the
State.
The State pays its portion of
the Per Student Allocation
(about 55%) from the State
General Fund.
Video lottery money already provides a
30% reduction in the property tax burden
for South Dakota Citizens!
6. Historic Increases to PSA
We did get a 3.4% increase this year.
However, this does not restore our levels to the 2010 amount.
Historical Increases in the Per Student Allocation
2010 2011 2012 2013 2014 2015
PSA $4,805 $4,805 $4,390 $4,491 $4,626 $4,781
$increase $140 $0 -$415 $101 $135 $155
% increase
funded 3.00% 0% -8.60% 2.30% 3.00% 3.40%
7. The State cut to the PSA of 8.6% in 2011
resulted in a 7-10 million dollar loss per
year to schools across the state.
(This is considering if they had actually given the
increase of 2-3% each year.)
Understanding Funding
8. RCAS PSA
Without increased
funding, the district will
have to cut 60-70
positions a year.
This is even if the State
increased the PSA by 3%
every year.
That is the equivalent of
3 million dollars a year
in cuts.
9. RCAS spent $7, 611 per student in 2013-14, where the state
average is $8,040.
The requested opt-out would increase the amount RCAS
spends per student by approximately $438 dollars, bringing
our per student spending up to the State average.
Without increased funding, the district will have to cut 60-
70 positions a year. This is even if the State increased the
PSA by 3% every year. That is the equivalent of 3 million
dollars a year in cuts.
The Role of RCAS
10. Per state funding statutes, a school district can “opt-out” of tax levy limitations.
The state “caps” how much money can be taken out of taxes and given to
schools. We need money beyond that cap to fund our schools. The public can
vote on an “opt-out”.
"I am a big believer in local control…" Governor Daugaard–Argus Leader, Jan.
2011
"The judgment should be made locally, based on what is best for the children
and the taxpayers in that district.“ 2011 gubernatorial press release, Feb 18, 2011
"I want to allow local school boards and school administrators to run their own
districts. I will be sponsoring bills this year to repeal the 100 student minimum for
state aid to school districts, and to remove the cap on school district reserve
fund balances. We must trust local officials to make the best decisions for their
districts.”
2011 South Dakota State of the State Address , Jan 11, 2011
Opt-Out By Design
12. 1. Reduce staff and/or programs.
2. Increase teacher to student ratio efficiencies.
3. Consolidate or close schools.
4. Consider an interim “opt out” if 1-3 do not balance the budget.
5. Change the State Aid funding formula through the Legislative process.
The Committee encourages the RCASD Board of Education and Superintendent
to be pro-active in exercising leadership by re-engaging the entire community in
support of public education. The RCASD should invite all stakeholders;
taxpayers, students, parents and teachers to participate in a strategic planning
process with the ultimate goal: to ensure a quality education system.
2009 Citizen Finance Commitee
Recomendations
1-3 have been done. The district is now trying to
implement 4 and has been lobbing intensely for 5
13. Administrative Cuts
Sioux Falls District
7% Administrative Cost
Rapid City District
5.4% Administrative Cost
This cost includes
Principals
Central Administration
IT support
Psychologists
In 2010 our district had 9 coordinator positions at
central administration. We now have 4.
14. Instead of asking for an opt-out during the last 5 years, the
school district made significant cuts.
Restructured programs
Added all day kindergarten
Middle School teachers decreased
Class sizes increased
Teacher pay was frozen and healthcare costs increased
Restructured the Literacy program and decreased the literacy
support at all levels
85-87 position eliminated for 2015-2016 school year
The reserves were spent down to recommended levels
RCAS Cuts
15. The State Legislature can add the difference onto the PSA
The School District can ask for an Opt Out of property tax
limitation
On March 24, 2015 the BOE voted to ask for a $6 million increase
each year for 5 years.
This makes up the difference for the future, but not the past.
We can continue to make cuts to vital programs that are
needed to educate our kids.
Our Options
16. Teacher Salaries Growth
Comparisons
Source: Sioux Falls School District School Funding 101, January 29, 2015 , Todd Vik, Business Manager and
SDBPI -http://www.sdbpi.org/current-salary-policy-for-south-dakota-state-employees
2.70%
4.10%
3%
1.70%
3.30%
2% for 2016
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
3.50%
4.00%
4.50%
Teacher Salaries SD Private State Empolyees
1995-2005
2005-2013
17. Underfunding the State Aid Formula
Why Do Teacher Salaries Fall Behind?
2.20%
2.90%
0.00%
0.50%
1.00%
1.50%
2.00%
2.50%
3.00%
3.50%
State Education Formula Growth State General Fund Growth
Growth in State General Fund Compared to Education
Fund
Past 16 Years
Source: Sioux Falls School District School Funding 101, January 29, 2015 , Todd Vik, Business Manager
18.
19. Year Step or Lane % Increase
2007-8 Drop 2 steps / add a step to
those who qualify
4% to base
2008-9 Increase a step % .5 increase plus
enhancement dollars to
those who did not increase with
a step
2009-10 No Step 0%
2010-11 Increase a step 2% increase
2011-12 No Step 0% reduced 2 work days
2012-13 No Step 2% one-time salary
2013-14 No Step 5% one-time salary
2014-15 No Step 3% base pay increase 2%
one time salary
Results of Salary Contract
Negotiations RCAS past 5 years
20. What does a 21 century education look like to you?
What do great schools look like?
What opportunities could your child miss out on
due to lack of funding?
Without this opt-out we have to ask ourselves, “What RCAS will be
able to offer our children?” How can we continue making this many
cuts each year? If an opt out is passed, we will keep asking
questions, finding the answers and maintaining an open dialogue.
We are fighting for the best education for each child in Rapid City.
The Future
21. revivingrapidcityschools.weebly.com
RCAS.org - budget facts
SD Department of Education
http://doe.sd.gov/secretary/documents/StateA101.pdf
South Dakota Budget and Policy Institute
Powerpoint for South Dakotans Talking k-12 education
funding
Sdbpi.org
Information Resources
22. The Panel
We would like to thank Dr. Mitchell,
Mr. Janak, and the School Board for
taking the time to explain the school
districts budget to the community.
Question and Answer Session
Editor's Notes
Asking the questions, finding the answers, starting the dialogue. revivingrapidcityschools.weebly.com
From Joy Smolnisky at the SD budget and policy institute:
In 2004, South Dakota invested 37% of its general fund expenditures in state aid to K-12 education. By 2014 that had plummeted to 27%. That is a drop of over 25%. (See Chart 1)
Well, for some unknown reason, when the education funding formula was established South Dakota decided to freeze its investment in K-12 education to include inflationary increases only, diverting all real growth in state revenues away from education.
Back in the early 1990’s South Dakota used to track with the nation, investing an amount equivalent to about 5% of the total personal income in our state toward K-12 education. But while the rest of the USA has stayed pretty true to the 4.5 to 5% level of investment, South Dakota has not. (See Chart 2)
Chart 2: Funding Formula diverts real economic growth away from k-12 education funding
In the late 1990s South Dakota implemented its “No-real-growth Funding Formula” for K-12 education. That is when our state investment in K-12 education begin to erode relative to the rest of the nation. By 2012, South Dakota spending on K-12 was only 3.5% of personal income.
If South Dakota continues its current strategy, diverting all revenue increases from real economic growth away from K-12 education, funding for each generation of students will continue to fall further and further behind our neighbors and our nation
How has this disavowing responsible K-12 funding harmed the education of our children?
Let’s look at one of the things that has happened. Back in 2003, South Dakota’s fourth graders scored above the national average in reading. By 2013, well over half our students (68%) were not proficient in reading by 4th grade.
See the blue line in chart 3 (that is the national scoring average). South Dakota is the red line. Shocking, right?
Today, students across the nation are scoring higher than our own South Dakota students. All our neighboring state’s students are holding their own, placing above that rising national average. But South Dakotans are lagging, dropping behind both the national scores and regional scores.
An email of these research results to the South Dakota Secretary of Education was met with a reply that said we used to have a very effective reading program, which ended in 2005 when grant funding ran out. That’s a burden, but then South Dakota didn’t replace it with an equally effective program. Why? We apparently didn’t want to fund our own effective reading program.
Should we be concerned about this?
SD DOE research on outcomes for 4th Grade students not proficient in reading
Yes, according to South Dakota Department of Education research published this week (Chart 4). If we apply the report’s findings to the 68% of South Dakota’s 2013 4th graders who weren’t proficient in reading, we can predict that in 2021 when they graduate:
Less than 50% of graduates will have taken the ACT
Less than 36% of graduates will have met the ACT English benchmark
About 10% of graduates will have dropped out
Summary
This data suggests it may be time for South Dakota to take a serious look at its current funding formula, a formula that has frozen and stagnated K-12 investments at the same inflation-adjusted level for over 15 years. And we know the human and monetary expense of remediating current and future generations of graduates in incalculable.
The ability of our students to read and the ability of our teachers to teach them to read is not the problem. The lack of adequate funding is the real, true issue, and it is harming our state’s ability to successfully transition our children from high school to being productive, economically viable adults. We think that transition is worth the investment.
SD Budget & Policy Institute has shared these findings over the past five months in eight** South Dakota communities holding meetings with several hundred people and generating extensive media coverage. Responses consistently reflect deep concern. Every group unanimously agreed, “doing nothing” (i.e., staying with the existing funding formula) was unacceptable.
http://www.sdbpi.org/portion-of-sd-state-taxes-dedicated-to-k-12-education-drops-by-25-in-last-10-years
The State Aid portion is funding out of the State General fund. Video Lottery money is used to pay the State Aid portion of the per student allocation.
The consumer price index is the same index we just vote to raise minimum wage by every year.
State Aid 101 presentations will give more in-depth information.
http://doe.sd.gov/secretary/documents/StateA101.pdf
What Happened to the Video Lottery money that was supposed to pay for education?
50% of the revenues from video lottery are paid to the State of SD by being deposited into the “Property Tax Reduction Fund”. See this link to South Dakota Codified Law 42.
http://legis.sd.gov/Statutes/Codified_Laws/DisplayStatute.aspx?Type=Statute&Statute=42-7A-63
This fund was eliminated this year, 2015, and now revenue appears to go straight into the State General Fund. The State General Fund, funds k-12 schools via a per student allocation each year. About 55% of that allocation is paid by from the State General Fund reliving the tax burden on owner occupied and agricultural property. The other 45% of this PSA is generated through local property tax levies. Without video lottery, property owner would bear closer to 100% of the burden to fund schools.
The moneys in the property tax relief fund may be transferred to the general fund as necessary to provide property tax relief through state aid to education. See link to view statute.
http://legis.sd.gov/Statutes/Codified_Laws/DisplayStatute.aspx?Type=Statute&Statute=10-13-44
Here is a link describing the history of the South Dakota Lottery. It states “This fund [Property Tax Reduction Fund] reduces local property taxes on owner-occupied and agricultural land by 30 percent”
http://www.naspl.org/Contacts/index.cfm?fuseaction=view&ID=35
Here is an editorial from the Rapid City Journal in 2013 stating South Dakota’s income from video lottery is dropping.
http://rapidcityjournal.com/news/opinion/editorial-video-lottery-must-change/article_249e06cd-7cd1-59b7-bb94-d1efd6fc8a56.html
42-7A-63. State's percentage of net machine income--Deposit into property tax reduction fund and in video lottery operating fund. The commission shall maximize revenues to the state from video lottery. The state's percentage of net machine income shall be fifty percent. The state's percentage of net machine income shall be directly deposited to the property tax reduction fund, except for one-half of one percent of net machine income authorized for deposit into the video lottery operating fund. The effective date of this section is July 1, 1996.
Source: SL 1993, ch 318, § 3; SL 1994, ch 330; SL 1995, ch 243, § 2; SL 1996, ch 72, § 2B.
10-13-44. Property tax reduction fund--Distribution of money--Tax credit payments. The property tax reduction fund is hereby created in the state treasury. The Department of Revenue shall distribute any money appropriated to the fund. Effective January 1, 1996, through December 31, 1996, the State of South Dakota may remit tax credit payments on a monthly basis for eligible property taxpayers on or about the last day of every month. Tax credit payments shall be sent to counties based upon information received from the counties pursuant to § 10-13-43. In fiscal year 1997 and each year thereafter, the commissioner of finance and management may transfer moneys available from the property tax reduction fund to the general fund necessary to provide property tax relief through state aid to education.
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Source: SL 1995, ch 57, § 31; SL 1996, ch 72, § 2C; SL 2003, ch 272 (Ex. Ord. 03-1), § 82; SL 2011, ch 1 (Ex. Ord. 11-1), § 161, eff. Apr. 12, 2011.
Historically the Per Student Allocation rose by 3% every year until 2011 when it was given a 0% increase and then cut by 8.6%. While the State gave schools some of the surplus at the end of the legislative budgeting sessions, this is not a consistent or dependable revenue source. This chart also does not take inflation into consideration.
The State funds the Per Student Allocaiton portion of the State budget at the very end of the session. This action suggests the State places a very low value on k-12 education.
This is our estimation after calculating the facts from the SD DOE budget 101 presentation.
See the calculation on revivingrapidcityschools.weebly.com
RCAS spent $7, 611 per student in 2013-14, where the state average is $8,040.
The requested opt-out would increase the amount RCAS spends per student by approximately $438 dollars, bringing our per student spending up to the State average.
Without increased funding, the district will have to cut 60-70 positions a year. This is even if the State increased the PSA by 3% every year. That is the equivalent of 3 million dollars a year in cuts. The 3 mil dollars represent the deficit between what the state is giving the district and the cost to pay teachers and operate the schools.
In essence the State Government is saying to local districts, “If you wan to pay your teachers more, you can either decrease the number of teachers you pay or ask for an increase in property taxes from the tax payers in your district.” Some people say,
”get rid of the extra teachers grants have paid for” – the literacy teachers were cut this year.
“Get rid of Sports and all extra curricular activities – these kids have too much” – these activities keep kids in school. If the drop out rate rises – the tax payers may be taking care of these students with social services payments.
Educational needs have changed in the last 20 years, a high tech mindset and skills are vital to almost every job in our society. Investing in education costs money, but the pay off should be citizens who can provide for themselves and support public community obligations with their own tax dollars.
The end result of the opt-out is to provide adequate revenue for the school district to operate it's General Fund. 80% of that General Fund is used to pay salaries.
If we do not support the Opt-out we are only punishing teachers and staff within the district. Do we need to wait for reform and change within the district to adequately compensate our teaching staff? Can we pass the opt-out and then rally as a community to make changes within the district that will promote higher expectations and offer students experiences to learn individually at high levels? What will you vote for?
Schools do not get all of the tax money collected from property tax. For example, let's say you pay $2500 a year in property taxes; it goes to multiple support services. That $2500 dollars does NOT go directly to the schools. The money is divided up and used in various places. Some of it goes to the schools but the rest is used by the county. Secondly, increased valuations does NOT mean more money for the schools. The amount of money we received is capped.
This is not a problem confined to Rapid City. It is the intent of the State Government to shift the tax burden to the local Districts. The funding formula specifies this as an option.
We can choose austerity or investment.
School Administrators of SD website has a pdf of all districts and their apt-out amounts
Cuts for this year including literacy and math support staff will have a direct effect on elementary students capacity be proficient in reading.
Cuts to the administration has left one person in charge of the entire budget, the facilities management and the Human Resource department.
Sales tax has to come from a legislative rule change in the statute. If we ever do get more than the 3% maximum offered by the state, it is a one-time occurrence. It is not money that can be counted on year after year. In 2012, voters rejected the governor’s education reform plan which was HB 1234. Voters and the Governor also opposed initiated measure 15. It would have raised South Dakota’s sales tax by one cent. This money was earmarked for education and Medicaid. It would have given schools approximately $725 more per student annually. Since it did not pass, we did not gain that funding.
From 1995-2005 Teacher salaries grew at 2.7% Compared to State Employees at an average of 3% and Private Workers at 4.1%.
From 2005 -2013, during economically hard times, teacher salaries grew at 1.7% compared to 3.3% in the private sector.
The data shows that the State has been underfunding the State Aid to Education Formula. The State Aid formula pays for 80% of a district’s general fund which consists mainly of salary expenses. Because of this, districts cannot afford to increase teacher pay beyond the rate of funding formula increase over a sustained period of time. That rate of increase is has only been 1.7% since 2005. This is the main reason why teacher salaries have been frozen except for one time moneys.
You could decrease the number of teachers on the payroll – but this means no literacy support, and larger classroom sizes. Our Classroom size is currently at the top of recommended levels.
Data sources:
Sioux Falls School District School Funding 101-Fast Facts, January 29, 2015 , Todd Vik, Business Manager
http://www.sf.k12.sd.us/index.php?option=com_flexicontent&view=items&cid=70:community&id=237:current-legislative-positions&Itemid=467
The State funding for education has only grown by an average of 2.2% for the past 16 years. The State Aid formula funds the local School districts General Funds which are 80-90% used to pay District salaries.
Sources: http://www.sf.k12.sd.us/index.php?option=com_googlesearch_cse&n=30&Itemid=84&cx=002284888573374030398%3A94uc6ulprmy&cof=FORID%3A11&ie=ISO-8859-1&q=teacher+pay&sa.x=-712&sa.y=-7&sa=Search&hl=en&safe=active&cr=countryUS
It is interesting to note, that the State’s General fund has increased at 2.9%, allowing them to increase the salaries of other State workers at a higher level than schools are able to afford for their staff.
Interesting that the State General fund growth is higher than that given to schools.
Low base pay in Rapid City Schools results in teachers leaving the district for neighboring districts and neighboring state. The music teacher at Southwest Middle School is leaving for a neighboring state and his house hold will earn a combined increase of $30,000 per year to their salaries.
We have a perfect storm brewing
We can not pay our teachers competitively, even compared to other areas in the Black Hills
To increase teacher pay, we must decrease the number of teachers working in the district This results in larger classroom sizes
Who will we attract to teach in Rapid City?
Not highly qualified graduates, but new teachers that couldn’t get hired by other districts and we are their last resort!
So under qualified teachers will be teaching our kids in very large classroom sizes.
The School district does not have enough revenue to support sustained pay increases. A beginning teacher will never reach the pay of a teacher with 15 years of experience in this district. So those who can, leave.
Data obtained from RCAS
Steps are based on years of experience. Pay increases are supposed occur every 2 years
Lanes are based on receiving a higher degree
Great article From Rapid City Journal 10/26/14
Rapid City Teachers’ pay doesn’t conform to district’s chart
All links below can be found on Reviving Rapid City Schools.weebly.org