This has been updated to reflect the changes enacted in 2015: http://www.slideshare.net/ALSchoolConnect/alabama-accountability-act-the-basics-updated
A look at the basics of the Alabama Accountability Act. Accompanies an article on http://www.alabamaschoolconnection.org
The Alabama Accountability Act (AAA) was originally passed in 2013, and substantially updated in 2015. This presentation represents the law as updated in June 2015.
Audit of Gulen operated Magnolia Science AcademyGulen Cemaat
Magnolia Science Academy is being protected by the CCSA and it's many services: Legal, PR and it's founding CEO Caprice Young. These schools should be closed down, instead they managed to get $17 million in facility grant and loan money while they were under investigation. Did Magnolia Science Academy (MERF) disclose to the lenders that they were under an investigation and audit? Failure to disclose folks. Magnolia Educational and Research Foundation was $1.2 million in debt, then their Charter School Lawyers (via CCSA) convinced LAUSD that Magnolia would make the proper correction they have agreed on. Additionally, they remarkable found $9 million in their checking account. Where did this school get that money? From a Gulen elder? from CCSA? To date Magnolia has spent over $1 million in legal fees. More money out of the classroom. Despite being denied a school in Santa Ana by the local district they were approved by the county. American tax payers are making the payments while the MERF people (Gulenists) are on title as the owners.
http://www.magnoliascienceacademy.blogspot.com
Charter Schools Waste and Fraud California Report. Gulen Cemaat
The document discusses flaws in California's oversight of charter schools that allow for fraud and misuse of public funds. It notes that California has experienced $81.4 million in known charter school fraud but that the true amount is likely much higher. The oversight system relies on self-reporting, lacks targeted fraud audits, and oversight bodies have inadequate staffing to properly monitor schools. The document recommends reforms like mandating annual fraud risk assessments, integrated financial and internal control audits, and increased transparency to improve oversight and prevent future losses of public funds.
California Charter school overview March 2019 Gulen Cemaat
https://lao.ca.gov/Publications/Detail/3975
New State Superintendent of Education Tony Thurmond has selected a Charter School Task force that will work under the Legislative Analyst Office on the financial impact that charter schools may have on California Public School Districts.
There is too much fraud and it must stop. 1 out of 5 charter schools in California will close by it's 5th year. Most operate under Non-Profit status yet make huge profits and pay hefty administrative salaries.
Most Charter Schools in California claim they perform at a superior level but the fact is they perform no better and in many ways they fail students academic future.
This document provides information to help 12th grade students pay for college. It discusses saving for college through accounts like UESP and UIDAN. It explains how to find and apply for scholarships by researching strengths and interests. It details the Free Application for Federal Student Aid (FAFSA) process and importance of meeting financial aid deadlines. The FAFSA determines eligibility for grants, work-study, and loans. It reviews following up after submitting the FAFSA and accepting or declining financial aid awards.
Dove Science Academy Audit - a Gulen operated charter schoolGulen Cemaat
For the two year period July 1, 2012 through June 30, 2014, the Sky Foundation collected $1,192,442.11 more in lease payments from the Dove Charter Schools than was due on the lease agreements. (Pg. 3) The Sky Foundation spent $175,000 of public funds for sponsorship of an out-of-state event in which no Dove Charter School students attended. This was not a legitimate school purpose, an apparent violation of both the school’s charter and Article 10 Section 15 of the Oklahoma Constitution. (Pg. 6) Dove Charter Schools redirected funds to the Sky Foundation for the purpose of obtaining loans.
https://www.sai.ok.gov/Search%20Reports/database/DoveAcademyWebFinal.pdf
http:/www.gulencharterschools.weebly.com
http://gulencharterschoolsusa.blogspot.com/2016/04/dove-science-academy-gulen-school-rape.html
This document provides information on strategies for maximizing financial aid eligibility for college. It discusses how expected family contribution is calculated based on parental income and assets, and how this determines need-based financial aid eligibility. Certain assets like retirement accounts are not considered, while others like savings and investments are counted differently depending on the calculation method used. The document also notes that eligibility depends on the specific college's cost of attendance, as a student may qualify for aid at an expensive private school but not a cheaper public one. Customized analyses and strategies are recommended to help position a family's finances to minimize their out-of-pocket costs for college.
Tax Credits For Children With Special Needsbespino
The document summarizes North Carolina House Bill 388, which proposes an individual income tax credit for parents of children with special needs to help cover education expenses. The bill would provide a tax credit of up to $3,000 per semester to help pay for tuition and other costs at non-public schools. The bill is supported by representatives from both parties and has bipartisan voter support. Supporters argue it would save the state and local governments money compared to the cost of educating special needs students in public schools, and would give parents more choice in their child's education.
The Alabama Accountability Act (AAA) was originally passed in 2013, and substantially updated in 2015. This presentation represents the law as updated in June 2015.
Audit of Gulen operated Magnolia Science AcademyGulen Cemaat
Magnolia Science Academy is being protected by the CCSA and it's many services: Legal, PR and it's founding CEO Caprice Young. These schools should be closed down, instead they managed to get $17 million in facility grant and loan money while they were under investigation. Did Magnolia Science Academy (MERF) disclose to the lenders that they were under an investigation and audit? Failure to disclose folks. Magnolia Educational and Research Foundation was $1.2 million in debt, then their Charter School Lawyers (via CCSA) convinced LAUSD that Magnolia would make the proper correction they have agreed on. Additionally, they remarkable found $9 million in their checking account. Where did this school get that money? From a Gulen elder? from CCSA? To date Magnolia has spent over $1 million in legal fees. More money out of the classroom. Despite being denied a school in Santa Ana by the local district they were approved by the county. American tax payers are making the payments while the MERF people (Gulenists) are on title as the owners.
http://www.magnoliascienceacademy.blogspot.com
Charter Schools Waste and Fraud California Report. Gulen Cemaat
The document discusses flaws in California's oversight of charter schools that allow for fraud and misuse of public funds. It notes that California has experienced $81.4 million in known charter school fraud but that the true amount is likely much higher. The oversight system relies on self-reporting, lacks targeted fraud audits, and oversight bodies have inadequate staffing to properly monitor schools. The document recommends reforms like mandating annual fraud risk assessments, integrated financial and internal control audits, and increased transparency to improve oversight and prevent future losses of public funds.
California Charter school overview March 2019 Gulen Cemaat
https://lao.ca.gov/Publications/Detail/3975
New State Superintendent of Education Tony Thurmond has selected a Charter School Task force that will work under the Legislative Analyst Office on the financial impact that charter schools may have on California Public School Districts.
There is too much fraud and it must stop. 1 out of 5 charter schools in California will close by it's 5th year. Most operate under Non-Profit status yet make huge profits and pay hefty administrative salaries.
Most Charter Schools in California claim they perform at a superior level but the fact is they perform no better and in many ways they fail students academic future.
This document provides information to help 12th grade students pay for college. It discusses saving for college through accounts like UESP and UIDAN. It explains how to find and apply for scholarships by researching strengths and interests. It details the Free Application for Federal Student Aid (FAFSA) process and importance of meeting financial aid deadlines. The FAFSA determines eligibility for grants, work-study, and loans. It reviews following up after submitting the FAFSA and accepting or declining financial aid awards.
Dove Science Academy Audit - a Gulen operated charter schoolGulen Cemaat
For the two year period July 1, 2012 through June 30, 2014, the Sky Foundation collected $1,192,442.11 more in lease payments from the Dove Charter Schools than was due on the lease agreements. (Pg. 3) The Sky Foundation spent $175,000 of public funds for sponsorship of an out-of-state event in which no Dove Charter School students attended. This was not a legitimate school purpose, an apparent violation of both the school’s charter and Article 10 Section 15 of the Oklahoma Constitution. (Pg. 6) Dove Charter Schools redirected funds to the Sky Foundation for the purpose of obtaining loans.
https://www.sai.ok.gov/Search%20Reports/database/DoveAcademyWebFinal.pdf
http:/www.gulencharterschools.weebly.com
http://gulencharterschoolsusa.blogspot.com/2016/04/dove-science-academy-gulen-school-rape.html
This document provides information on strategies for maximizing financial aid eligibility for college. It discusses how expected family contribution is calculated based on parental income and assets, and how this determines need-based financial aid eligibility. Certain assets like retirement accounts are not considered, while others like savings and investments are counted differently depending on the calculation method used. The document also notes that eligibility depends on the specific college's cost of attendance, as a student may qualify for aid at an expensive private school but not a cheaper public one. Customized analyses and strategies are recommended to help position a family's finances to minimize their out-of-pocket costs for college.
Tax Credits For Children With Special Needsbespino
The document summarizes North Carolina House Bill 388, which proposes an individual income tax credit for parents of children with special needs to help cover education expenses. The bill would provide a tax credit of up to $3,000 per semester to help pay for tuition and other costs at non-public schools. The bill is supported by representatives from both parties and has bipartisan voter support. Supporters argue it would save the state and local governments money compared to the cost of educating special needs students in public schools, and would give parents more choice in their child's education.
Did you know that September is College Savings Month? One of our goals at MEFA is to make sure that families have the best possible information on saving for college.
What Parents need to know about College Financial AidSeaNSun LLC
Our goal today is to educate you as to the rules of the game and how to win. The common theme all parents share is to send their children to the best college that they can afford in order to give their child a leg up in life without jeopardizing their retirement.
Students will learn about how the different forms of financial aid can help them finance their college education, and how to obtain funding help when paying for college.
20090420 10 Questions State Legislators Should Ask About Higher EducationVicki Alger
This document discusses 10 questions that state legislators should ask about higher education. It begins by providing context on the changing role and challenges facing higher education in the U.S. It then lists the 10 questions and provides a brief overview and additional resources for each question. The 10 questions cover topics like how higher education is financed, the true cost of college and affordability, accessibility of college, and how prepared students are for college. For each question, the document aims to highlight key issues and direct readers to additional data sources and organizations that can provide more detailed information and analysis.
K-12 Education and Charter Public Schools: Myth vs. RealityBush Helzberg
Although charter public schools have now existed for 25 years, they are still widely misunderstood. This presentation explores 12 myths relating to charter public schools and K-12 education.
Report Card on American Education 20th EditionALEC
Nevada lawmakers passed comprehensive K-12 education reform in 2015, including creating the nation's strongest education savings account program that makes all public school students eligible and allows funds to be used for multiple education expenses. They also increased charter school funding, required performance pay for teachers, ended "last in, first out" teacher layoffs based on seniority, and created two private school choice programs. The reforms aim to provide more education options for students and improve the strained public school system facing high enrollment growth.
1. Districts face challenges accurately reporting per-pupil spending at the school level due to centrally reported costs and shared services. They will need to assess accounting practices and potentially reallocate some central costs.
2. Variation in per-pupil spending across schools is often driven by factors like student need, school programs, and size rather than inequity. Districts must analyze drivers of differences to understand resource allocation.
3. Financial reporting alone does not capture issues like teacher quality that influence equity. Districts should consider broader metrics and strategies to address non-funding factors affecting student outcomes.
- California serves the largest and most diverse K-12 student population in the country, with over 6 million students. More than half face challenges like living in poverty or needing to learn English.
- In 2007-08, California's capacity to fund schools, as measured by personal income per student, was slightly above the national average. However, its financial effort or amount of personal income devoted to K-12 schools was below average.
- While Californians pay taxes at a rate slightly above the national average, the percentage of personal income devoted to K-12 schools in California is below average, indicating its funding effort does not fully match its capacity.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
HIFE Scholars newsletter January 2016 editionJeffrey Borden
The document discusses how student and parent assets affect eligibility for financial aid. It states that a student's assets count more than a parent's assets toward the expected family contribution. Up to 20% of a student's assets must be used for college costs, while only up to 5.64% of a parent's "unprotected" assets are expected to be used. Certain assets like retirement accounts and the family home are not counted. It also explains the timing of financial aid applications is important to maximize eligibility for aid and good housing/class options.
This document provides an overview of financial aid strategies from the Financial Aid Strategy website. It discusses maximizing financial aid and minimizing costs through understanding forms like FAFSA and the CSS Profile, effective asset placement, and appealing financial aid awards. Key points covered include how factors like GPA, test scores, assets, income and family size affect financial aid eligibility and expected family contribution calculations. The document aims to educate parents on navigating the financial aid process to afford the best college for their child.
Charter schools vs. public schools blogfelelbert75
Charter schools first opened in 1992 in Minnesota and now make up 7% of all public schools across 43 states. Los Angeles and New York City have the highest numbers of charter school students. Charter schools are publicly funded schools of choice that have more operational flexibility than traditional public schools but are held accountable for academic and financial performance. If charter schools do not meet goals, they can be closed. Some charter schools have been established in low-income communities and communities of color to address issues of inequality in public education.
The document provides an analysis of various resources related to school bus safety, including:
- Articles that discuss funding issues for school bus transportation and maintaining school buses.
- Studies and data that show school buses are a very safe way to transport children and that other modes of transportation to school can be much riskier.
- Information on policies and initiatives in different states/countries regarding school bus safety, such as safety measures, route planning, and enforcement of laws around stopped school buses.
- Analysis of factors like driver hiring/retention, illegal passing of stopped buses, and student behavior that can impact school bus safety.
The compilation of these resources helps to understand the topic of school bus transportation thoroughly and provides background
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
Financial Aid: The Essentials and then SomeDianne Krause
This document provides an overview of financial aid, including the different types (grants, scholarships, loans, employment), how to apply and qualify for aid, and factors considered in determining eligibility. It explains that financial aid aims to help students pay for college by evaluating family ability to pay and distributing limited funds equitably. The key application is the Free Application for Federal Student Aid (FAFSA), which is used to calculate the expected family contribution (EFC) and determine need-based aid eligibility. Sources of aid include federal programs like Pell Grants and Stafford Loans, state grants, and institutional grants and scholarships. Comparing complete financial aid packages from multiple schools is important for finding the most affordable option.
This document summarizes the key points from an administrator academy focused on improving teacher evaluation and accountability. The academy covered goals of ensuring effective instruction, providing fair processes for removing unsatisfactory teachers, and using technology and short, frequent classroom observations to enhance evaluations. Participants also discussed collective bargaining laws, the impact of a potential teacher strike, and pension reform challenges in Illinois.
20050119 Murray and Aud A Guide to Understanding State Funding of Arizona Pub...Vicki Alger
This document summarizes a report on state funding of Arizona public school students. It finds that:
1) The average state base equalization funding per student in Arizona ranges from $4,200 to $4,600, while the average non-equalized district funding portion is $4,309.
2) The total average funding per student is between $8,500 and $9,000, though amounts may be higher for students with special needs.
3) If 5% of Arizona's public school students received education grants to attend private schools worth $3,500 for elementary and $4,500 for high school, it could save the state $32 million in fiscal year 2003 with minimal funding
This document provides information to help families understand and maximize their eligibility for financial aid. It begins with examples of expected family contributions for college based on income. It then discusses strategies like sheltering savings and the impact of assets, income sources, and financial forms. The document lists top colleges and their large endowments, noting most award aid based on need. It aims to ease the financial burden through options like merit awards, grants, loans, and lower-cost schools. Overall, the document seeks to educate families on financial aid rules and strategies to increase their eligibility and affordability of higher education.
The document provides background information on the Alabama Accountability Act (AAA) which was passed in 2013 and amended in April 2022. It allows flexibility contracts between the state and local school districts, and creates tax credits for families and donors to private schools. Opponents argue it takes funding from struggling public schools. Supporters see it as providing alternatives for families in "failing" schools and competition for public schools. Key concerns are how "failing" schools are defined, using public funds for private schools, and limiting choice for transfer students.
The document provides information on different options for paying for college, including financial aid, grants, scholarships, loans, and other programs. It discusses filing the FAFSA to qualify for most federal and state financial aid programs. It explains that grants and scholarships do not need to be paid back. It also outlines the differences between federal and private student loans. The document recommends only borrowing what is needed to cover school expenses and to consider a student's future earning potential and debt-to-income ratio when determining loan amounts. It provides websites for additional information on various financial aid and loan programs.
Did you know that September is College Savings Month? One of our goals at MEFA is to make sure that families have the best possible information on saving for college.
What Parents need to know about College Financial AidSeaNSun LLC
Our goal today is to educate you as to the rules of the game and how to win. The common theme all parents share is to send their children to the best college that they can afford in order to give their child a leg up in life without jeopardizing their retirement.
Students will learn about how the different forms of financial aid can help them finance their college education, and how to obtain funding help when paying for college.
20090420 10 Questions State Legislators Should Ask About Higher EducationVicki Alger
This document discusses 10 questions that state legislators should ask about higher education. It begins by providing context on the changing role and challenges facing higher education in the U.S. It then lists the 10 questions and provides a brief overview and additional resources for each question. The 10 questions cover topics like how higher education is financed, the true cost of college and affordability, accessibility of college, and how prepared students are for college. For each question, the document aims to highlight key issues and direct readers to additional data sources and organizations that can provide more detailed information and analysis.
K-12 Education and Charter Public Schools: Myth vs. RealityBush Helzberg
Although charter public schools have now existed for 25 years, they are still widely misunderstood. This presentation explores 12 myths relating to charter public schools and K-12 education.
Report Card on American Education 20th EditionALEC
Nevada lawmakers passed comprehensive K-12 education reform in 2015, including creating the nation's strongest education savings account program that makes all public school students eligible and allows funds to be used for multiple education expenses. They also increased charter school funding, required performance pay for teachers, ended "last in, first out" teacher layoffs based on seniority, and created two private school choice programs. The reforms aim to provide more education options for students and improve the strained public school system facing high enrollment growth.
1. Districts face challenges accurately reporting per-pupil spending at the school level due to centrally reported costs and shared services. They will need to assess accounting practices and potentially reallocate some central costs.
2. Variation in per-pupil spending across schools is often driven by factors like student need, school programs, and size rather than inequity. Districts must analyze drivers of differences to understand resource allocation.
3. Financial reporting alone does not capture issues like teacher quality that influence equity. Districts should consider broader metrics and strategies to address non-funding factors affecting student outcomes.
- California serves the largest and most diverse K-12 student population in the country, with over 6 million students. More than half face challenges like living in poverty or needing to learn English.
- In 2007-08, California's capacity to fund schools, as measured by personal income per student, was slightly above the national average. However, its financial effort or amount of personal income devoted to K-12 schools was below average.
- While Californians pay taxes at a rate slightly above the national average, the percentage of personal income devoted to K-12 schools in California is below average, indicating its funding effort does not fully match its capacity.
The document summarizes key points from three articles that are critical of the No Child Left Behind Act. The first article discusses how supplemental tutoring programs required by NCLB are ineffective due to low enrollment and a lack of oversight. The second article argues that NCLB harms elementary students by reducing recess, not challenging gifted students, and inappropriately testing disabled students. The third article identifies seven "sins" of NCLB, including an overreliance on standardized testing and a failure to help impoverished children. The document concludes that NCLB needs reform or replacement to address these issues.
HIFE Scholars newsletter January 2016 editionJeffrey Borden
The document discusses how student and parent assets affect eligibility for financial aid. It states that a student's assets count more than a parent's assets toward the expected family contribution. Up to 20% of a student's assets must be used for college costs, while only up to 5.64% of a parent's "unprotected" assets are expected to be used. Certain assets like retirement accounts and the family home are not counted. It also explains the timing of financial aid applications is important to maximize eligibility for aid and good housing/class options.
This document provides an overview of financial aid strategies from the Financial Aid Strategy website. It discusses maximizing financial aid and minimizing costs through understanding forms like FAFSA and the CSS Profile, effective asset placement, and appealing financial aid awards. Key points covered include how factors like GPA, test scores, assets, income and family size affect financial aid eligibility and expected family contribution calculations. The document aims to educate parents on navigating the financial aid process to afford the best college for their child.
Charter schools vs. public schools blogfelelbert75
Charter schools first opened in 1992 in Minnesota and now make up 7% of all public schools across 43 states. Los Angeles and New York City have the highest numbers of charter school students. Charter schools are publicly funded schools of choice that have more operational flexibility than traditional public schools but are held accountable for academic and financial performance. If charter schools do not meet goals, they can be closed. Some charter schools have been established in low-income communities and communities of color to address issues of inequality in public education.
The document provides an analysis of various resources related to school bus safety, including:
- Articles that discuss funding issues for school bus transportation and maintaining school buses.
- Studies and data that show school buses are a very safe way to transport children and that other modes of transportation to school can be much riskier.
- Information on policies and initiatives in different states/countries regarding school bus safety, such as safety measures, route planning, and enforcement of laws around stopped school buses.
- Analysis of factors like driver hiring/retention, illegal passing of stopped buses, and student behavior that can impact school bus safety.
The compilation of these resources helps to understand the topic of school bus transportation thoroughly and provides background
The document discusses the pros and cons of charter schools. It argues that charter schools are a good idea as they allow for academic freedom and different approaches to meeting educational standards. Charter schools are publicly funded but more autonomous, having more flexibility around curriculum but still being held accountable for student performance. The document addresses criticisms of charter schools around funding, student performance, and access, but overall argues that with parental involvement, charter schools can resolve these issues and provide innovative learning environments.
Financial Aid: The Essentials and then SomeDianne Krause
This document provides an overview of financial aid, including the different types (grants, scholarships, loans, employment), how to apply and qualify for aid, and factors considered in determining eligibility. It explains that financial aid aims to help students pay for college by evaluating family ability to pay and distributing limited funds equitably. The key application is the Free Application for Federal Student Aid (FAFSA), which is used to calculate the expected family contribution (EFC) and determine need-based aid eligibility. Sources of aid include federal programs like Pell Grants and Stafford Loans, state grants, and institutional grants and scholarships. Comparing complete financial aid packages from multiple schools is important for finding the most affordable option.
This document summarizes the key points from an administrator academy focused on improving teacher evaluation and accountability. The academy covered goals of ensuring effective instruction, providing fair processes for removing unsatisfactory teachers, and using technology and short, frequent classroom observations to enhance evaluations. Participants also discussed collective bargaining laws, the impact of a potential teacher strike, and pension reform challenges in Illinois.
20050119 Murray and Aud A Guide to Understanding State Funding of Arizona Pub...Vicki Alger
This document summarizes a report on state funding of Arizona public school students. It finds that:
1) The average state base equalization funding per student in Arizona ranges from $4,200 to $4,600, while the average non-equalized district funding portion is $4,309.
2) The total average funding per student is between $8,500 and $9,000, though amounts may be higher for students with special needs.
3) If 5% of Arizona's public school students received education grants to attend private schools worth $3,500 for elementary and $4,500 for high school, it could save the state $32 million in fiscal year 2003 with minimal funding
This document provides information to help families understand and maximize their eligibility for financial aid. It begins with examples of expected family contributions for college based on income. It then discusses strategies like sheltering savings and the impact of assets, income sources, and financial forms. The document lists top colleges and their large endowments, noting most award aid based on need. It aims to ease the financial burden through options like merit awards, grants, loans, and lower-cost schools. Overall, the document seeks to educate families on financial aid rules and strategies to increase their eligibility and affordability of higher education.
The document provides background information on the Alabama Accountability Act (AAA) which was passed in 2013 and amended in April 2022. It allows flexibility contracts between the state and local school districts, and creates tax credits for families and donors to private schools. Opponents argue it takes funding from struggling public schools. Supporters see it as providing alternatives for families in "failing" schools and competition for public schools. Key concerns are how "failing" schools are defined, using public funds for private schools, and limiting choice for transfer students.
The document provides information on different options for paying for college, including financial aid, grants, scholarships, loans, and other programs. It discusses filing the FAFSA to qualify for most federal and state financial aid programs. It explains that grants and scholarships do not need to be paid back. It also outlines the differences between federal and private student loans. The document recommends only borrowing what is needed to cover school expenses and to consider a student's future earning potential and debt-to-income ratio when determining loan amounts. It provides websites for additional information on various financial aid and loan programs.
This document summarizes a student paper analyzing ethical issues related to the rise in student loan debt from for-profit colleges. It finds that students at for-profit institutions take on the highest median loan debt but have the lowest graduation rates. This leads many to default on loans, burdening taxpayers. The paper evaluates the situation from different ethical frameworks and recommends standardized testing for admissions, financial literacy programs, and restructuring federal work-study to mitigate debt.
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.
A paper I wrote for English 04. It discusses what options are available to Public School Districts, unable to comply with government regulations. i discuss choices for districts, who cannot currently comply with, No Child Left Behind initiative.
The Bureau for Private Postsecondary Education (BPPE) and Department of Consumer Affairs (DCA) in California engaged in abusive and unconstitutional activities, according to the document. Specifically:
- BPPE extracted money from the private postsecondary institutions it regulated through creative taxation methods, including taking a percentage of tuition fees and charging large application fees.
- BPPE discriminated against legal immigrants and naturalized citizens, targeting the most vulnerable schools. Over 80% of schools fined or closed were owned by immigrants or first-generation citizens.
- After inheriting the list of approved schools from DCA, BPPE deleted schools approved between 2007-2008 and demanded $5,000 application fees from them, even though they
This document provides an overview of the financial aid application process. It outlines that students should complete the Free Application for Federal Student Aid (FAFSA) between October 1st and June 30th, with a priority deadline of March 2nd for Cal Grants. Undocumented students complete the California Dream Act Application instead. The FAFSA and CADA collect student and parental demographic and financial information used to determine eligibility for federal, state, and institutional aid like Pell Grants, Cal Grants, fee waivers, and loans. Students are encouraged to use the IRS Data Retrieval Tool and check their school email and portal regularly for updates on their financial aid package.
The decision to go to college can by complicated by the financial commitment that’s involved. It can be stressful (as a family) to think of the expense, the debt piling up, and the unknown of when it comes time to repay.
With some knowledge and preparation, you can make college happen. Don’t let the cost deter you if you’re confident in the value of a college education!
The document discusses several areas for education reform in Wyoming schools. It notes that while some schools are seeing academic progress, overall test scores in Wyoming reflect mediocrity compared to other states and countries. It argues that Wyoming needs to make real changes to better prepare students for a global economy. Specific reform proposals discussed include sharing best practices between districts, increasing instruction time through a longer school year and school day, implementing high-quality summer school programs, maintaining high academic standards and accountability, improving teacher evaluation and compensation, and appointing a state superintendent focused on education reform rather than politics.
This document provides sources and advice for finding colleges and funding tuition. It recommends starting with high school career counselors, who can provide information on college qualifications and programs to attend during junior year. Websites like Bigfuture and directories by state help search for schools based on interests, location, and majors. It also discusses financial aid options like scholarships, grants, work-study programs, and tax credits to help afford college costs, which have risen significantly. The document stresses doing research like on college costs and financial aid applications and deadlines.
Willing to Pay: Charter Schools' Impact on Georgia Property ValuesFiscal Research Center
Homebuyers are willing to pay a premium for greater access to charter schools, contributing to increased property values in those neighborhoods, according to a new study by Georgia State University’s Fiscal Research Center. The report finds that over a ten-year period home sale prices were 7 to 13 percent higher in areas with the greatest chance of charter school enrollment.
This document provides information about financial aid for college. It discusses what financial aid is, the Free Application for Federal Student Aid (FAFSA), grants, scholarships, and student loans. The FAFSA is emphasized as the primary way to apply for federal student aid such as Pell grants, work-study, and loans. It also discusses the importance of completing the FAFSA accurately and on time, as many states and schools use it to determine eligibility for other aid. Student loans are addressed, noting they must be paid back with interest, and the differences between subsidized and unsubsidized loans are summarized. The document stresses managing costs and cash flow, being financially responsible, and getting help from financial aid offices.
How to pay for College with out going broke!jlrcks6
The document discusses various ways to pay for college with as little out-of-pocket costs as possible, including through financial aid, tax benefits, and legally arranging one's financial situation. It notes that understanding complicated educational laws, tax provisions, and how to negotiate financial aid packages can help families get thousands more in aid. Proper planning is needed to navigate these options and not miss out on maximum available funds.
December 2014 Student Loan Seminar PresentationKristina Flores
Prospera Credit Union (https://myprospera.com) is a local credit union that now serves a four-county area and is strong enough to provide you with everything you need, yet small enough to know you personally and care about your and your family's prosperity. When you choose Prosepra, you become a member, not just a customer. Part of a family. A family that works together for everyone's benefit.
Prospera Credit Union's history dates back as far as 1934, when it was officially opened for business under the Banta Credit Union name. Over the years, the number of people eligible to join was expanded to include nearby counties and communities. In 2002, the name was changed to Prospera, but, our basic promise to our members has always been the same.
What's your LIFEstage?
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Alabama Accountability Act - The Basics
1. What is the Alabama
Accountability Act (AAA)?
The Alabama Accountability Act (AAA) is a law, enacted during the 2013 Alabama
legislative session, that provided for four big changes in public education in Alabama:
(1) Flexibility for how local school boards can spend money to improve education in
innovative ways.
(2) School Choice for students zoned to “failing” schools.
(3) Tax Credits for families who incur costs to transfer out of “failing” schools, into
either qualifying nonpublic schools or non-failing public schools.
(4) Tax Credits for individuals and corporations who donate to Scholarship
Granting Organizations (SGOs), which provide scholarships for income-eligible stu-dents
to transfer out of “failing” schools.
2. Why is it controversial?
The first big controversy was how the AAA was passed through the legislature.
Two versions of the bill, one in the House and one in the Senate, were approved.
A Conference Committee was convened to determine how to merge the two versions.
The bill went into the Conference Committee as a 7-page bill as emerged as a 28-page
version.
Two state lawsuits have been filed questioning both the way the law was passed and
whether multiple subjects can be included in a single bill.
One was dismissed, and the second was recently argued to the Alabama Supreme Court.
A decision is expected in the near future.
A federal lawsuit was filed and has been appealed to the 11th Circuit. That lawsuit claims
not all students have access to the choice offered under the AAA.
3. What other controversies are
there?
Critics claim the AAA weakens both financial support and perception of public schools by:
(1) Labeling schools as “failing” creates negative attitudes toward the school, which
includes the teachers, the students, and the surrounding community.
(2) Providing tax incentives for movement away from “failing” public schools further
drains needed resources to improve education at the school.
Critics also claim that the AAA relies on flawed methodology to label a school as “failing”.
4. How does a school get labeled
as "failing"?
The formula used to label a school as failing was dictated by the AAA.
Until the Alabama State Department of Education (ALSDE) begins to use letter grades to
grade schools (which will happen not later than 2017), the formula is:
(1) any school listed as persistently low-performing from the U.S. Department of
Education’s School Improvement Grant, and
(2) any school that has scored in the lowest 6% on standardized tests in reading and math
for three of the last six years.
72 schools are on the list for the 2013-2014 school year.
[Source: ALSDE Talking Points, ALSDE web site.]
5. Can schools get off of the
"failing" list?
Yes, but because the methodology looks at six years of standardized test data, it is
possible that it could take nearly that long to get off of the list.
For the 2014-2015 school year, seven schools were removed from the list, and five
schools were added.
The list for the 2015-2016 school year should have been posted on the ALSDE web
site before November 1, but has not yet been published. [Source: Alabama Administrative
Code, Section 290-4-1-.04(1)]
6. Will the "failing" list ever
contain no schools?
There will always be a “failing” school list, unless the law is changed.
The law demands the bottom 6% of schools be labeled as “failing”, regardless of
any improvement the school is obtaining.
Therefore, 6% of Alabama’s schools will always be on the list.
7. How does the AAA drain
resources from a "failing"
school?
By offering students in a “failing” school the option and the means to leave a “failing”
school, the school loses enrollment, which ultimately:
Causes fewer dollars to be allocated to the school at the state level,
Leaving fewer dollars available to staff properly, and purchase needed materials for
schools.
8. But shouldn't "failing" schools
be closed?
In theory, perhaps. But the reality is that a neighborhood school can’t simply be closed
without options being available for students.
Questions to consider:
• Is the formula used to determine whether a school is “failing” valid?
• If the school isn’t just shut down all in one action, what becomes of the students left
behind in the “failing” school that now has fewer resources?
• Do the students in the “failing” school have other options to obtain a free public
education that should be expected according to Alabama’s Constitution?
Local Boards of Education have full control in determining whether a “failing”
school should stay open and what to do to improve a “failing” school.
9. Doesn't some state money
stay at the "failing" school
even if the student leaves?
Only if the student transfers to a private school, and
Only if the student formally notifies the principal that he is transferring to a private
school.
If both of those things happen, 20% of the state allocation for that student is supposed
to remain at that school.
The mechanism for ensuring that happens hinges on the student notifying the principal.
10. What are the types of tax
credits available?
There are two types of tax credits available in the AAA:
Parent tax credits for the cost of transferring the student to private school, which can
include tuition costs, and
Donor tax credits for donations made to Scholarship Granting Organizations (SGOs)
by individuals and corporations.
11. How do tax credits reduce
money for public schools?
Tax credits are refundable, meaning the total tax bill for the taxpayer is reduced,
dollar-for-dollar, resulting in fewer dollars being paid as taxes.
In order to allow taxpayers to actually claim a tax credit, the legislature must set aside
a pot of money from the Education Trust Fund (ETF) that would otherwise be allocated to
the ETF budget.
However, the money set aside may or may not have been given to K-12 public
schools.
The money set aside is taken from the ETF budget as a whole.
The ETF budget contains allocations for a lot of agencies other than K-12 public schools,
including public colleges and universities in Alabama.
The FY2015 allocation amounts from the ETF budget total $5.93 billion, with $4.1 billion of
that going to K-12 public schools.
12. What about the $40 million
that everyone talks about?
When the AAA became law, the legislature “set aside” $40 million from the total ETF
budget that could be used as tax credits, either from families or corporations.
In other words, that money was never appropriated or allocated for anything.
$25 million of that was set aside for individuals and corporations who made donations to
Scholarship Granting Organizations (SGOs).
Nearly all of the $25 million was claimed in tax credits for the 2013 calendar year.
$15 million of that was set aside for families who claimed tax credits due to the cost of
transferring to a non-failing public school or a qualifying nonpublic school.
Families claimed only around $100,000 of the $15 million set aside for the parent tax
credit portion.
13. What happens to the money
that wasn't claimed as a tax
credit?
According to the Alabama Department of Revenue (ADOR), there is an annual transfer
of the total amount of the tax credits from the ETF into the Failing Schools Income Tax
Credit Account.
The ADOR Revenue Commissioner must the total amount of tax credits claimed.
Then the transfer will be made from the ETF into the Failing Schools Income Tax Credit
Account.
Any money left over can be used for conditional appropriations (things the legislature
wanted to spend money for but couldn’t afford to do so) or other purposes the legislatures
chooses.
[Source: ADOR 2013 General Summary of State Taxes, ADOR web site, pp. 16-17.]
14. How much can be claimed as a
tax credit?
If a parent chooses to move their child out of a “failing” school and incurs any costs
associated with that transfer, an amount up to 80% of the average cost of attendance
for a K-12 Alabama public school can be claimed as a tax credit.
That amounted to about $3,500 for the 2013-2014 school year.
There are no restrictions on parent income for eligibility for the tax credit.
The full amount of a contribution to an SGO, whether made by an individual or a
corporation, can be used as a tax credit, up to 50% of the total tax bill of the donor.
Individual contributions are capped at $7,500 per tax year. Corporate contributions have
no upper limit, except as determined by the 50%-liability rule.
The tax credit can be carried forward for up to three years.
15. Tell me more about the SGOs.
SGOs are non-profit organizations that accept contributions and then use those
contributions to assist income-eligible students with the cost to:
• attend a non-public participating school, or
• transfer to a non-failing public school outside of their district (such as
transportation costs).
SGOs can only grant scholarships to students who meet eligible income requirements.
SGOs are required to publicly file annual reports by June for the previous calendar year
(as opposed to school year).
SGOs are required to meet guidelines under the AAA in order to participate.
A list of participating SGOs is published on the Alabama Department of Revenue web
site.
16. Are SGO scholarships only
available for students zoned
for "failing" schools?
Students zoned to “failing” schools take first priority.
Prior to September 15, scholarships can only be awarded to income-eligible students
zoned for “failing” public schools.
After September 15, if SGOs have money left over, scholarships can be awarded to any
income-eligible student, regardless of whether the student is zoned for a “failing” public
school.
The key limitation has to do with income-eligibility requirements.
The September 15 date will likely be changed to an earlier date in the 2015 legislative
session. Proponents of the date change claim the September 15 date is after the school
year begins, leaving students waiting on scholarship awards in a precarious position.
17. What are the income
eligibility guidelines?
Only students in families meeting income-eligibility guidelines are eligible for
SGO-awarded scholarships.
The AAA defines income eligibility as 150% of the median Alabama income. The most re-cent
calculation of Alabama’s median income is $40,489, resulting in an income level of
$60,733 for a family.
Once a student becomes eligible, the student remains eligible regardless of changes in
family income, until the student graduates from high school or turns 19 years old.
Remember, though, that eligibility is also determined in part by whether a student
is zoned to a “failing” public school, which takes into account the grade levels within a
school.
18. Can SGOs give scholarships
to students already in private
school?
Yes, but there are different rules for first-year scholarship awards versus renewals.
SGOs must make certain that 75% of first-year awards are given to students who are
not already attending private schools.
That leaves 25% of first-year awards to be granted to students who are already
attending private schools.
There are no restrictions on renewals, meaning that once a student receives a scholar-ship
from the SGO, she can continue to receive scholarships until she completes school.
19. How long is a parent eligible
to receive tax credits?
A parent is eligible to receive a tax credit for the cost of attending a nonpublic qualifying
school as long as the student is zoned to attend a “failing” public school.
For example, if a student is entering 6th grade, and the school where the student will at-tend
6th grade is labeled “failing” under the AAA, the parent is eligible to claim a tax credit
for the cost of attending a nonpublic qualifying school.
If by the time the student is entering 7th grade, the school to where the student is zoned is
not a “failing” public school, the eligibility for the parent tax credit ends.
Or, if the “failing” public school remains “failing” for the 7th and 8th grade years, the
eligibility for the tax credit is extended through those years.
If the student moves or if the zoning changes, and the student is no longer zoned for a
“failing” public school, eligibility for the parent tax credit ends.
[Section 810-3-60-.01 of the Alabama Administrative Code]
20. So parents can just move their
child to a private school and
get a tax credit?
Not exactly. There are a number of things a parent must look at to determine whether they
will be eligible for a tax credit.
If a child is zoned to attend a “failing” school for the coming school year, the parent has
the following choices to make:
(1) Is there a non-failing public school in the district to which the student can
transfer? If there is, there is no tax credit eligibility if the parent moves the child to private
school.
(2) Is there a non-failing public school in another district that will enroll the student?
If there is, there is no tax credit eligibility if the parent moves the child to private school.
If there are costs associated with moving the student to a non-failing public school,
either within the district or in another district, parents can claim the tax credit for
those eligible costs.
21. Does it matter which private
school a student attends?
A private, or non-public, school must agree to certain terms to be eligible to participate in
the AAA tax credit or scholarship option.
Therefore, for a parent to claim a tax credit, or for an SGO-awarded scholarship to be
used by a student, the non-public school must notify the Alabama
Department of Revenue (ADOR) of its intent to participate.
ADOR publishes and regularly updates the list of non-public participating schools on its
website.
22. Can parents who already have
enrolled their children in
private school take the tax
credit?
No. Only parents of children who have been enrolled in a public school for at least one
semester, or 90 days, of the previous year are eligible to receive a tax credit.
The only exception to this is if the child is entering school for the first time in kindergarten.
[Section 810-3-60-.02 of the Alabama Administrative Code]
23. What if a family moves into a
"failing" school zone?
If a family makes a “bona fide” move into a “failing” school zone, the parent is eligible for
the tax credit.
The Alabama Department of Revenue defines “bona fide” move as:
The family must have moved its household furniture into the new physical residence
and all principal members of the family must reside at the new residence. Further,
the original residence should be closed, rented or disposed of and not used by the
family.
[Section 810-3-60-.03 of the Alabama Administrative Code]
24. How does a private school
become a participating
school?
The school must tell ADOR of its intent to meet guidelines, including but not limited to:
• Must have been in existence for three years,
• Must be accredited or satisfactorily answer questions regarding accreditation,
• Must agree to annually test students moving from “failing” schools and/or utilizing
scholarship funds from SGOs,
• Must report those test results to parents and to ADOR every year the student attends
the school and is in a grade requiring annual testing,
• Must report graduation rates to ADOR,
• Must not discriminate based on race, gender, religion, color, disability status, or
ethnicity of the student or of the student’s parent,
• Must conduct criminal background checks on employees and cannot discriminate in
hiring based on race, gender, religion, color, disability status, or ethnicity of the
employee,
• Must comply with safety and health codes applicable to non-public schools.
25. How does a parent know if
a participating non-public
school is a good school for
their child?
Parents cannot safely make the assumption that just because the school is private that it
is a better school.
Parents should ask questions and visit the school to determine whether the school is a
good fit for their child.
Many parents have never had the freedom to choose a school for their child, but rather
have accepted whatever school to which their child is zoned as an absolute.
With choice comes responsibility.
26. What kinds of questions
should a parent ask?
Parents should consider the areas of culture, cost, and the record of academic
success with other students.
You should visit the school when it is in session.
Most private schools will allow your child to “shadow” a student for a day, meaning that
your child will spend a few hours, or even a whole day in the school in order to allow your
child to get the feel of the school.
Brochures and videos are scripted materials that cannot always capture what is really
going on in the school.
27. How do I determine a school's
culture?
Culture includes safety of the students, supervision by adults, and expectations for
behavior for both students and parents.
You need to know how discipline is handled, and under what conditions your child could
be suspended or expelled.
The school should have a handbook with clearly written discipline policies.
• Look at the building and grounds. Are they neat and orderly?
• Are parents expected to participate in school events? If so, how much time are you
expected to devote to on-campus events?
• Does the school have a Parent Teacher Association (PTA) or Parent Teacher Organiza-tion
(PTO)?
• How are teachers made available to discuss concerns parents may have about their
child’s academic and behavioral concerns?
Visit the school when it is in session. Ask to look in on a classroom in a grade your
child will be entering. Do students look happy and engaged?
28. How do I determine cost?
If your child is eligible for an SGO scholarship, be aware that the SGO-awarded scholar-ship
may or may not cover all of the costs of the private school.
The AAA only requires the cost of annual testing to be covered by the SGO-awarded
scholarship.
Ask school officials include whether the SGO-awarded scholarship covers the
full cost of:
• Tuition,
• Transportation,
• School meals (breakfast and/or lunch),
• Uniforms,
• Textbooks, and
• After-school or extended day care.
Private schools often charge additional fees that you have not encountered in public
school. Ask for a full list of school fees.
29. How do I determine a school's
record of academic success?
Unlike public schools, private schools are not required to share information on test
scores or graduation rates or other measures of success with the general public.
You must ask specific questions:
• How long have your teachers been teaching this grade level?
• Do you provide tutoring and/or remediation at no cost if my child is behind or struggling
academically?
• What if my child is found to have a learning or other disability? What will you do to help
my child succeed?
• How do your students compare academically with students in other areas, including
state and national comparisons?
• How do you measure academic success?
• How do you award grades?
• How often will I receive progress reports and/or report cards?
• What criteria do you use to promote students from one grade to the next?
• If your child is older, how do you ensure students are prepared for employment or
college?
30. What if I determine the private
school I've enrolled my child
in with an SGO scholarship
isn't right for my child?
Again, with choice comes responsibility.
If you believe the school you have chosen to attend using an SGO-awarded scholarship
isn’t right for your child, you have a few choices:
• Work with school officials at the private school to improve the circumstances for
your child at the private school.
• Re-enroll your child in the public school to which he is zoned,
• Transfer to another non-public participating school using the remaining SGO
scholarship dollars. Your child’s scholarship is transferrable.
Be mindful of the disruption moving your child in the middle of a school year can
create. But you, as your child’s parent, should consider all of your options.
31. What is the flexibility option
given to public schools?
This is perhaps the least talked-about portion of the AAA, and one that holds a lot of
promise for public schools who choose to be innovative in serving the students in their dis-tricts.
Flexibility to be innovative in program offerings has been available to districts since 2010,
but it wasn’t until the passage of the AAA that districts could ask for budgetary flexibility.
Budgetary flexibility means that school districts can seek approval from the State
Superintendent of Education to use money that may be earmarked for expenditures
related to implementing an innovative program to better serve the students in their local
school district and meet the needs expressed by the local community.
In return for flexibility, school officials agree to additional measures of accountability for the
success of the innovative program.
32. What are some examples of
flexibility that have been
approved?
The ALSDE refers to flexibility contracts as Innovation Zone applications and approvals.
Here is the ALSDE’s page containing all of the information and links about the Innovation
Zone.
Here is the Alabama State Department of Education’s (ALSDE) web page with all of the
flexibility contracts that have been approved.
Examples include increasing time available for teachers to collaborate and plan through
allotting more time for Physical Education but for fewer days per week (Boaz Middle
School), implementing an intern/job-shadowing program for students to work with profes-sionals
in their geographic area (Vestavia Hills High School), and building a program to
allow students with challenges to continue with school and graduate with a high school
diploma (Calhoun County PASS program).
33. How can we get more school
districts interested in creating
Innovation Zone programs?
At this point, only 12 of Alabama’s school districts have received approval for their
Innovation Zone proposals.
It is unclear why so few districts have made these proposals, but as with most new
offerings, it could be that no one in the district is aware of the possibilities.
So take the time to contact your school officials and ask them if they are aware of the
nearly limitless possibilities afforded under the Flexibility portion of the AAA.
Until budgetary flexibility was granted under the AAA, school officials may have been
limited by available funds. That limit no longer exists.
For more information about the Flexibility option, read this.
34. This is the end.
For now.
You now know the basic parts of the Alabama Accountability Act.
It is likely to change and grow, expand and contract, based on the experience of and the
desire of the folks who make the laws.
The best decisions are made when the public has the information it needs to engage in
the discussion.
As the state’s policymakers and lawmakers consider and reconsider the various parts of
the AAA, you now have a foundation of information you need to be part of the discussion.
The numbers and the details will change, so stay tuned to the Alabama School
Connection for updates.
Click here for the four-part series written to explain the AAA in more detail.
Please send any questions you have about this set of questions and answers to
asc(at)alabamaschoolconnection.org.