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.
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.
Governor Rod Blagojevich's education reform plan aims to improve Illinois schools by increasing funding, implementing new programs, and holding failing districts accountable. Over four years, the plan would invest $6 billion in initiatives like expanding preschool and full-day kindergarten, upgrading textbooks and technology, improving teacher training, targeting additional resources to underperforming students, and taking over districts that do not improve despite assistance. The goal is to provide students with strong education foundations so they learn the skills needed to succeed.
Governor Rod Blagojevich's education reform plan aims to improve Illinois schools through increased funding, stronger standards, and accountability measures. Over four years, the plan invests $6 billion in initiatives like expanding preschool and after-school programs, upgrading technology and textbooks, improving teacher training, and taking over persistently failing school districts. The governor argues that past underfunding neglected schools, but his administration has increased education funding by record levels through measures like reducing administrative costs and closing corporate tax loopholes.
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.
Identify the various types of funds available for Basic Education in public schools in Nigeria
Understand the various elements of the Universal Basic Education – Intervention Fund, including the matching and non-matching elements
Deliberate over the implications the knowledge gained has for their – a) day to day reporting, b) feature/investigative reporting
Be aware of emerging issues in Basic Education
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.
An analysis of social impact bonds in the us federal governmentJeff Smith
This document provides background on social impact bonds (SIBs), including:
1) SIBs blend private financing, performance-based contracting, and data evaluation to allow governments to pay for social programs based on results rather than promises of success.
2) The first SIB was launched in the UK in 2010 to reduce recidivism among short-term prisoners.
3) SIBs are an emerging impact investing tool that can help governments overcome barriers to adopting modern evaluation techniques.
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.
Governor Rod Blagojevich's education reform plan aims to improve Illinois schools by increasing funding, implementing new programs, and holding failing districts accountable. Over four years, the plan would invest $6 billion in initiatives like expanding preschool and full-day kindergarten, upgrading textbooks and technology, improving teacher training, targeting additional resources to underperforming students, and taking over districts that do not improve despite assistance. The goal is to provide students with strong education foundations so they learn the skills needed to succeed.
Governor Rod Blagojevich's education reform plan aims to improve Illinois schools through increased funding, stronger standards, and accountability measures. Over four years, the plan invests $6 billion in initiatives like expanding preschool and after-school programs, upgrading technology and textbooks, improving teacher training, and taking over persistently failing school districts. The governor argues that past underfunding neglected schools, but his administration has increased education funding by record levels through measures like reducing administrative costs and closing corporate tax loopholes.
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.
Identify the various types of funds available for Basic Education in public schools in Nigeria
Understand the various elements of the Universal Basic Education – Intervention Fund, including the matching and non-matching elements
Deliberate over the implications the knowledge gained has for their – a) day to day reporting, b) feature/investigative reporting
Be aware of emerging issues in Basic Education
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.
An analysis of social impact bonds in the us federal governmentJeff Smith
This document provides background on social impact bonds (SIBs), including:
1) SIBs blend private financing, performance-based contracting, and data evaluation to allow governments to pay for social programs based on results rather than promises of success.
2) The first SIB was launched in the UK in 2010 to reduce recidivism among short-term prisoners.
3) SIBs are an emerging impact investing tool that can help governments overcome barriers to adopting modern evaluation techniques.
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.
World Education Australia works to alleviate poverty through microfinance and skills training programs. It operates in several developing countries in Asia and Africa. Its integrated approach includes microcredit loans, livelihood and business training, and basic literacy education. This holistic model empowers individuals and strengthens communities by providing financial inclusion and opportunities for self-employment. World Education Australia measures success through high repayment rates and the multiplier effects of its interventions that support broader economic and social development.
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.
The document summarizes funding for education in Illinois. It notes that Illinois relies more heavily on local property taxes than other states, with local sources accounting for over 60% of district revenues on average compared to just 25% nationally. It also discusses inequities in the system, with wide variations in per-pupil spending between districts and less funding going to districts serving low-income students and students of color. The document concludes that Illinois has some of the largest funding gaps in the country and that an equitable and adequate funding system that prioritizes education is needed to improve outcomes for all students.
The Justice Summit: The Metropolitan Community ProjectSpiro Bolos
http://www.justiceprojectcontinues.org/summit/Breakout
Session #3: Inclusive Schools and Education Equity
What does it mean to be a welcoming school district within the constraints of segregated housing patterns? What can suburban residents do to effect change in a metropolitan system that sanctions separate and unequal educational opportunities? Does diversity in schools create a net gain for all?
- Joaquin Stephenson, Students Organized Against Racism (SOAR) of District 219
- Dan Lawler and Spiro Bolos, New Trier's Metropolitan Community Project
- Steve Bogira, The Chicago Reader
- Kourtney Cockrell, Student Enrichment Services at Northwestern University
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.
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.
Part of the Metro Community Project, a three-school exchange between New Trier HS, Kelvyn Park HS, and Richard T. Crane Medical Preparatory Academy.
How are schools funded in the State of Illinois? What role does the federal government, state government, and local property taxes play in how public schools deliver a "high quality" education?
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.
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.
Higher education, Human Behavior and the Social Environmentzkoldys10
This document discusses historical and current policies related to higher education in the United States. Historically, higher education was limited to elite families and there were few financial policies to support students. More recently, acts like the Health Care and Education Reconciliation Act of 2010 increased Pell Grant amounts and student loan subsidies. Current policies like the American Opportunity Tax Credit and income-driven repayment plans aim to increase affordability but high costs continue rising faster than inflation. While these policies help some middle-class families, high debt remains an issue and the policies do not address the root causes of rising prices. Revisions are proposed to focus more on community colleges and refinancing student loans at lower rates.
This document discusses key issues related to decentralizing education financing and delivery. It notes that decentralization is increasingly seen as an alternative to central governance due to financial constraints on central governments. Potential benefits include efficiency, quality, choice and participation. However, decentralization does not automatically improve service delivery and more research is needed, especially in Asia, on its impacts. Key questions that remain include how to establish equitable, high-quality education policies under decentralization and what role non-state actors can play in improving access. The document also examines mechanisms for financing decentralized education, such as transfers to local governments, as well as public-private partnerships.
Education finance involves significant expenditures but is often poorly understood. In Canada, governments spend around 15% of their total budgets on education. In 2001-2002, total education spending in Canada was $68.6 billion, with $41 billion going to K-12 education. Funding for K-12 education comes from federal, provincial, local governments and private sources. Provinces aim to provide equality of educational opportunity through measures like recognizing differences in student needs and allocating funding on a per pupil basis with additional grants for special programs. However, achieving both horizontal and vertical equity in funding is challenging as increasing one requires decreasing the other.
Education finance involves significant expenditures but is often poorly understood. In Canada, governments spend around 15% of their total budgets on education. In 2001-2002, total education spending in Canada was $68.6 billion, with $41 billion going to K-12 education. Funding for K-12 education comes from federal, provincial, local governments and private sources. Provinces aim to provide equality of educational opportunity through measures like recognizing differences in student needs and allocating funding on a per pupil basis with additional grants for special programs. However, achieving both horizontal and vertical equity in funding is challenging as favoring one may mean having less of the other.
May 18th 2011 TNCC Summer Associate Program Orientationllmalugade
This document provides information about the TNCC AmeriCorps*VISTA Summer Associate Program for 2011. It discusses the program goals of increasing community service opportunities and partnerships between colleges and communities in Tennessee. It specifies that 2011 summer placements will focus on education, working with Title 1 schools and building community-school partnerships. The document also outlines the living allowance and benefits for Summer Associates, as well as reporting requirements and contact information.
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.
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 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.
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.
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.
World Education Australia works to alleviate poverty through microfinance and skills training programs. It operates in several developing countries in Asia and Africa. Its integrated approach includes microcredit loans, livelihood and business training, and basic literacy education. This holistic model empowers individuals and strengthens communities by providing financial inclusion and opportunities for self-employment. World Education Australia measures success through high repayment rates and the multiplier effects of its interventions that support broader economic and social development.
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.
The document summarizes funding for education in Illinois. It notes that Illinois relies more heavily on local property taxes than other states, with local sources accounting for over 60% of district revenues on average compared to just 25% nationally. It also discusses inequities in the system, with wide variations in per-pupil spending between districts and less funding going to districts serving low-income students and students of color. The document concludes that Illinois has some of the largest funding gaps in the country and that an equitable and adequate funding system that prioritizes education is needed to improve outcomes for all students.
The Justice Summit: The Metropolitan Community ProjectSpiro Bolos
http://www.justiceprojectcontinues.org/summit/Breakout
Session #3: Inclusive Schools and Education Equity
What does it mean to be a welcoming school district within the constraints of segregated housing patterns? What can suburban residents do to effect change in a metropolitan system that sanctions separate and unequal educational opportunities? Does diversity in schools create a net gain for all?
- Joaquin Stephenson, Students Organized Against Racism (SOAR) of District 219
- Dan Lawler and Spiro Bolos, New Trier's Metropolitan Community Project
- Steve Bogira, The Chicago Reader
- Kourtney Cockrell, Student Enrichment Services at Northwestern University
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.
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.
Part of the Metro Community Project, a three-school exchange between New Trier HS, Kelvyn Park HS, and Richard T. Crane Medical Preparatory Academy.
How are schools funded in the State of Illinois? What role does the federal government, state government, and local property taxes play in how public schools deliver a "high quality" education?
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.
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.
Higher education, Human Behavior and the Social Environmentzkoldys10
This document discusses historical and current policies related to higher education in the United States. Historically, higher education was limited to elite families and there were few financial policies to support students. More recently, acts like the Health Care and Education Reconciliation Act of 2010 increased Pell Grant amounts and student loan subsidies. Current policies like the American Opportunity Tax Credit and income-driven repayment plans aim to increase affordability but high costs continue rising faster than inflation. While these policies help some middle-class families, high debt remains an issue and the policies do not address the root causes of rising prices. Revisions are proposed to focus more on community colleges and refinancing student loans at lower rates.
This document discusses key issues related to decentralizing education financing and delivery. It notes that decentralization is increasingly seen as an alternative to central governance due to financial constraints on central governments. Potential benefits include efficiency, quality, choice and participation. However, decentralization does not automatically improve service delivery and more research is needed, especially in Asia, on its impacts. Key questions that remain include how to establish equitable, high-quality education policies under decentralization and what role non-state actors can play in improving access. The document also examines mechanisms for financing decentralized education, such as transfers to local governments, as well as public-private partnerships.
Education finance involves significant expenditures but is often poorly understood. In Canada, governments spend around 15% of their total budgets on education. In 2001-2002, total education spending in Canada was $68.6 billion, with $41 billion going to K-12 education. Funding for K-12 education comes from federal, provincial, local governments and private sources. Provinces aim to provide equality of educational opportunity through measures like recognizing differences in student needs and allocating funding on a per pupil basis with additional grants for special programs. However, achieving both horizontal and vertical equity in funding is challenging as increasing one requires decreasing the other.
Education finance involves significant expenditures but is often poorly understood. In Canada, governments spend around 15% of their total budgets on education. In 2001-2002, total education spending in Canada was $68.6 billion, with $41 billion going to K-12 education. Funding for K-12 education comes from federal, provincial, local governments and private sources. Provinces aim to provide equality of educational opportunity through measures like recognizing differences in student needs and allocating funding on a per pupil basis with additional grants for special programs. However, achieving both horizontal and vertical equity in funding is challenging as favoring one may mean having less of the other.
May 18th 2011 TNCC Summer Associate Program Orientationllmalugade
This document provides information about the TNCC AmeriCorps*VISTA Summer Associate Program for 2011. It discusses the program goals of increasing community service opportunities and partnerships between colleges and communities in Tennessee. It specifies that 2011 summer placements will focus on education, working with Title 1 schools and building community-school partnerships. The document also outlines the living allowance and benefits for Summer Associates, as well as reporting requirements and contact information.
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.
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 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.
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.
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.
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 2012-13 budget document summarizes the district's mission to provide a sound basic education to all students, quotes Governor Cuomo on education inequity, and outlines budget and staffing cuts over the past two years due to declining state aid. It then provides details on revenue sources, expenditure assumptions, major cost drivers like health insurance and retirement increases, and potential budget cuts to close an $800,000 gap and stay within the tax cap limit.
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.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
Citizens for Havasu Schools is a community group that formed in 2015 to address funding challenges facing the Lake Havasu Unified School District. Over the past year and a half, the group has held numerous town halls and gathered community feedback to develop a proposed bond and override measure. The bond ($49.05 million) would fund maintenance, transportation, technology, and athletics projects. The override (15% of the budget) would increase educator pay, health benefits, and reduce athletic fees. The group is recommending that voters approve both measures in order to invest in school infrastructure and attract/retain quality educators.
This document discusses how states can best support low-performing schools under the Every Student Succeeds Act (ESSA). It notes that while ESSA increases states' flexibility in how they allocate funding, the amount of federal funding is unlikely to dramatically change. The document recommends states target funding to a few high-capacity districts, ensure resources are reallocated beyond federal dollars, structure investments to lead to sustainable success, and ensure plans for low-performing schools align with overall school improvement strategies.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
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.
The document outlines a proposal to address unequal funding between wealthy and impoverished schools. It notes that public school funding in the US comes partly from local property taxes, creating large discrepancies in funding between rich and poor communities. The proposal suggests distributing any excess funds from wealthier schools equally among all schools. This would provide more resources for low-income schools without penalizing higher-income schools. The goal is to create a more equal playing field and opportunities for all students regardless of family income. Barriers like objections from parents who want money going only to their local schools could be overcome by explaining how this approach helps break the cycle of poverty.
The document summarizes the Superintendent's proposed 2014-2015 school district budget. It focuses on three priorities: educational solvency, security, and space. It details how the budget aims to maintain educational programs and class sizes while enhancing security equipment and addressing space needs. It acknowledges budget challenges but outlines efforts to find efficiencies and savings. A transportation proposal to decrease mileage limits for some grades is also mentioned.
Foundationbudget - out of district reccomendations June 2015Rob Chamberlain
The document discusses issues with Massachusetts' foundation budget formula for funding special education costs. It notes that actual special education costs, especially costs for out-of-district placements, are increasing much faster than the formula accounts for and faster than Chapter 70 funding growth. This leaves districts with large funding gaps and forcing cuts to programming for general education students. It provides an example for Amesbury Public Schools, which faces a $2 million funding gap for its out-of-district special education costs compared to what the state reimburses. The document recommends options to provide supplemental funding for districts where special education costs are increasing much faster than Chapter 70 aid and the foundation budget accounts for.
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funds are typically allocated, and the relationship between spending levels and student performance. While past research found no clear link between spending levels and outcomes, more recent studies show sustained spending increases can improve student achievement and attainment, especially for low-income students, if funds are used strategically. The document emphasizes that how well resources are used matters more than just how much is spent, and clarity on resource use is key to making the case for greater investment in education.
The document discusses different methods for financing pre-K-12 education in Saskatchewan, including the Foundation Grant Method, Prototype Schools Method, and Resource Cost Method. The Foundation Grant Method provides a basic level of funding to each student but does not necessarily keep pace with rising costs. The Prototype Schools Method determines funding levels needed for "average" elementary, middle, and high schools but assumes all schools are similar. The Resource Cost Method accounts for the actual costs of delivering mandated programs based on resources needed.
The proposed 2014-2015 Ossining School District budget focuses on educational solvency, safety, and space needs. The $97.5 million budget is a 3.72% increase over last year and remains below the tax levy cap. It aims to maintain current academic, arts, and athletics programs while addressing increasing enrollment through additional staffing. Funds are also allocated for security upgrades and capital projects. The budget process included community input to create a financially responsible spending plan that supports students.
Dr. Marguerite Roza weighted student funding presentationMolly Osborne
The document discusses key considerations for designing a state education funding formula. It outlines that a formula should ensure equity for students, be flexible over time, use stable revenue sources, be simple and transparent, and emphasize continuous improvement. It also examines options for distributing funds, whether and how to incorporate local funding, providing flexibility while promoting improvement, and strategies for transitioning between formulas.
Similar to Massachusetts state school aid overview (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. PURPOSE: The Education Reform Act of 1993, as amended by recent
budget language, continues to have a substantial impact on municipal finance and, in particular, on the
level of local aid received by municipalities and regional school districts, hereafter referred to
collectively as districts. Education Reform was undertaken in an effort to ensure both adequate
funding of the Commonwealth's public schools and to bring
equity to local taxation effort based on a community’s ability to pay.
3. What is Chapter 70?
Chapter 70 is the funding program created to determine how much state aid school districts receive.
The goal is to ensure all students receive adequate and equitable funding.
Not that aspirational – but ok. What is the mechanism to ensure Adequate and Equitable?
There are two main components :
1. Foundation budget – this is what is deemed adequate by the state.
2. Reimbursement formula -the mechanism to for equitable local funding calculates
local wealth to determine what share of foundation budget a district can afford to pay.
4. Why is it important?
We all want to support our children with excellent teachers and programming,
create responsible adults, and ensure the next generation's success. Funding our
schools is critical to this mission.
When a city cannot fully fund its schools' budget, the state fills the gap to ensure
that children are not denied a quality education due to lack of wealth.
This is what Chapter 70 funding is supposed to do.
It ensures that all children in the state receive "adequate and
equitable" funding for a quality education.
.
5. That sounds great.What’s the problem?
Since 2007 – the last time there were changes to the formula – Massachusetts' wealthiest 10% of
communities have received the largest percentage increases in aid.
This shift in funding to wealthy districts occurred simultaneously with an increased concentration
of wealth in these same communities.
Over the past ten years, these wealthy school systems have invested in rich programming and
educational opportunities. Unfortunately for struggling districts, these same ten years have been
full of program cuts and reduced staffing. For many districts, the education they can afford is no
longer "adequate" or "equitable".
In fact, MCAS data has shown that the achievement gap between rich and poor has only grows
widerSee here.
6. Does equitable mean that only some wealth should be factored into state aid?
There is a designated "maximum local contribution" and an "ability to pay" calculation. In 2007
approx. 32% of districts hit the maximum. In 2016 over 40% of districts hit the maximum.
Therefore, the wealth factor is ignored for our wealthiest towns and they are treated the
same as middle class towns in the reimbursement even though their "ability to pay" is high.
Ability to pay – per formula
• Weston vs. Wakefield 360% vs. 88%
• Winchester vs.Woburn 125% vs. 84%
• Newton vs. Newburyport 174% vs. 119%
What is equitable?
Over 10 years these wealthiest
communities have received 10’s of
millions of dollars in additional state aid
while other districts have had to cut
programming and raise taxes locally to
pay for reduced offerings.
7. How is reimbursement determined?
Cities receive a percentage of their "foundation budget"
What is foundation budget?
Foundation budget is a formula used to determine the basic education
costs for a student in the district.
It is calculated by multiplying the number of students in each grade by
spending categories (teacher pay, building maintenance, etc.).
So foundation budget represents "adequate and equitable"?
No – the formula needs to be updated.
There are many pieces of required spending which aren’t adequately
reflected. One example is the ever increasing costs of special
education services.
Foundation budget
Total School costs
Required School costs
8. Special education costs aren’t in the foundation budget?
Not fully.The state set a fixed percentage for how many students
receive in-district and out-of-district special education in any one
district. They also set estimated tuition.
A district that has more students requiring these services will pay the
required costs from local property taxes.
Doesn’t the circuit breaker fix that?
No.The circuit breaker only kicks in once a certain spend level is
reached and then only pays a percentage of the unmet costs. It is also
not consistently funded. Circuit breaker is a flawed attempt to patch a
broken system.
Foundation budget
Total School costs
Required School costs
9. So districts aren’t reimbursed on actual required cost?
No!
They are reimbursed on foundation budget.
That must be difficult to plan for.
Yes! For many middle class districts, removing programming
has been the solution to rising costs as funding responsibilities
have shifted to local property taxes.
Foundation budget
Total School costs
Required School costs
10. Is reimbursement based on community wealth?
No!
Huh?That doesn’t sounds fair.
The rules changed in 2007 to ensure that wealthy communities
receive a minimum amount of the foundation budget.
That sounds fair. Why is this a problem?
After the state made the changes, our wealthiest communities have
inadvertently or intentionally received the largest percentage
increases in school funding.
But those are just percentage increases. It can’t make that much
of a difference. It does. For example, Wellesley and Needham
received 50 million new dollars over 10 years.
Foundation budget
Total School costs
Required School costs
11. What is the wealth formula?
The formula uses a city's income and property wealth to
determine how much of foundation budget can be paid for locally.
Property*.38 Income*1.49+ =
Ability to Pay
(combined effort yield)
It is expressed a %
Can I see some examples?
local effort DOR total local effort combined target
total from property income from income effort local
District EQV 2014 wealth 2012 wealth yield share
AMESBURY 1,849,252,600 7,041,622 520,578,000 7,772,249 14,813,871 61% 61.00
NEEDHAM 8,293,426,000 31,579,878 2,801,114,000 41,820,737 73,400,615 140% 82.50
NEWBURYPORT 3,515,476,700 13,386,304 918,141,000 13,707,880 27,094,184 117% 82.50
WELLESLEY 10,212,968,600 38,889,151 4,775,204,000 71,293,975 110,183,127 227% 82.50
What the formula says
What the community
actually is expected to pay
of foundation budget
Wellesley can afford 227% of their foundation budget. But since the formula
change, they only need to fund 82.5% - and received catch-up funds.
What district
can afford
12. So the formula treats wealthy communities like Wellesley, Weston and
Winchester the same as middle class cities like Woburn, Danvers and
Saugus? - Yes.
Wellesley which has four times the wealth of Amesbury is only expected to have 33% more
wealth than Amesbury when the formula is applied.
What does that mean in dollars?
Between 2007 and 2016Wellesley has received an additional 29 million dollars in state aid for schools
above their 2007 levels.
Amesbury has received a total of 45 thousand dollars in 10 years.
Who needed the money more?
Wellesley’s income has grown by over 113% in that 10 year period.Amesbury’s has grown by about
40%.
Does school population account for this change?
No. If we look atWellesley's aid and enrollment in 2007 compared to 2016 the difference would equal
almost $9000 annually dollars for each additional student.
13. Who are some winners under the new rules?
These 10 districts, with an average
ability to pay of 152% of foundation
budget, received a total of 219 million
in additional state aid over 10 years.
All of these districts are treated as
though their ability to pay is 82.5%
On average these 10 get 90% more in
aid annually than they did in 2007.
14. Who are some losers under the new rules?
These 10 districts with an average
ability to pay of 70% of foundation
budget only saw an average increase
at 1.46%.
These communities will tell you, this
distribution is far from equitable or
adequate.
15. "The state has very limited dollars.We have many
competing interests," said state Rep. Alice Peisch, D-
Wellesley, chairwoman of the Joint Committee on
Education. "We need to do a better job of educating the
population about the fact that taxes are not necessarily
a bad thing and that at the end of the day we all benefit
from the common good that is produced when we have
a well-educated population.” May 7, 2016
Full article here.
What are our legislators saying about this?
16. 2007 to 2016 sample changes
What formula would say if actually used
All considered to be able to afford 82.5%
Even though Wellesley's wealth is 2x that of
Newburyport, they’re treated the same,
Alice Peisch's districts got 50 million dollars in
additional aid over 10 years. Amesbury, with an
ability to pay of 63%, received only 45 thousand.
18. Are there are solutions? – Yes!
But first the legislature would need to look at what problem they are trying to solve.
If we change the method for determining minimum payment, we can return equity to the
funding formula so all districts can provide an adequate education all students.
What do you mean?
Currently if a districts' wealth is above 82.5% ability to pay, they are still only expected to
pay 82.5%. The state needs to decide how many districts can be above that amount per the
formula and adjust the .38 and 1.49 until that target district = 82.5.
Property*.38 Income*1.49+ =
Ability to Pay
(combined effort yield) How would this work?
19. Alternate way to determine wealth factors
What would that do?
It would:
• Ensure that the ability to pay is actually utilized and the differences in wealth are recognized.
• Reduce the number of districts caught in the "maximum local contribution" regardless of wealth.
• Stop treating middle class and wealthy suburbs the same – this is what equitable means.
• Unfortunately, we probably can’t roll back the massive amounts of catch-up payments provided to our
wealthiest districts for the money the "missed" under the old rules.
Wait, what? We provided catch up payments to our wealthiest districts ? -Yes.
Property*.38 Income*1.49+ =
Ability to Pay
(combined effort yield)
Adjust these so that only 10% of districts are above the maximum contribution.
20. What are these catch up funds?
local january preliminary difference
contribution (preliminary) contribution from
Lea District FY06 mrgf07 FY07 goal
317 WELLESLEY 31,514,317 4.93% 33,067,973 4,086,809
In 2007, in addition to deciding that our wealthiest districts should be exempt from the wealth formula,
the legislature also decided to build in another formula to help those wealthy districts "catch up" on funds
they didn't get prior to the changes.
What do you mean?
Each district was assigned a goal –
Was the goal based on a districts actual wealth or this 82.5% number?
It was designed on the 82.5% number which means the legislature built in a subsidy for our wealthiest
communities.
So not only did the legislature decide to treat wealthy districts like middle class districts they
decided to give them a bonus?
yes
21. Lea District CEY %
target local
share
difference from
goal
49 FY 07 CAMBRIDGE 210% 82.50 81,927,634
46 FY 07 BROOKLINE 177% 82.50 26,105,297
207 FY 07 NEWTON 165% 82.50 24,715,481
314 FY 07 WATERTOWN 153% 82.50 11,249,103
20 FY 07 BARNSTABLE 120% 82.50 10,210,991
96 FY 07 FALMOUTH 134% 82.50 9,105,135
67 FY 07 CONCORD 167% 82.50 8,203,934
330 FY 07 WESTON 262% 82.50 7,065,999
197 FY 07 NANTUCKET 562% 82.50 6,511,153
55 FY 07 CHATHAM 454% 82.50 4,230,036
26 FY 07 BELMONT 130% 82.50 4,207,494
317 FY 07 WELLESLEY 183% 82.50 4,086,809
344 FY 07 WINCHESTER 134% 82.50 3,166,440
242 FY 07 PROVINCETOWN 572% 82.50 3,140,685
78 FY 07 DOVER 201% 82.50 2,965,956
75 FY 07 DENNIS 179% 82.50 2,476,573
126 FY 07 HARWICH 149% 82.50 2,464,930
296 FY 07 TISBURY 209% 82.50 2,117,678
85 FY 07 EASTHAM 198% 82.50 1,941,621
157 FY 07 LINCOLN 198% 82.50 1,919,201
224 FY 07 ORLEANS 312% 82.50 1,762,075
166 FY 07 MANCHESTER 222% 82.50 1,611,100
334 FY 07 WEST TISBURY 212% 82.50 1,451,620
269 FY 07 SHERBORN 130% 82.50 1,440,157
89 FY 07 EDGARTOWN 364% 82.50 1,420,934
318 FY 07 WELLFLEET 288% 82.50 1,413,589
41 FY 07 BREWSTER 122% 82.50 1,376,585
Difference from Goal
Communities with more than 120% of wealth
• In 2007 it was decided that
• Wellesley needed 4 million more annually
• Winchester needed 3 million more annually
• Concord needed 8 million more annually
• Newton needed 24 million annually
Etc..
22. What does the actual wealth distribution really look like?
In 2007 7% of
communities
could afford
180% of
foundation
In 2016 9% of communities could
afford 180% of foundation
Green indicates # of communities exempt from wealth formula
2007 2016
23. The distribution used to reimburse in 2007 and 2016
In 2007 32% of
communities
we’re above the
82.5% limit
In 2016 43% of
communities
we’re above the
82.5% limit
All 114 treated
the same
All 153 treated
the same
Treated virtually the
same
70 to 80% of foundation70 to 80% of foundation
One of the 1st things you do when looking at numbers is to understand the distribution (how much goes into
each category). A normal distribution is represented as an arc or bell curve.
These distributions have a negative skew – not a normal distribution - typically signs of a problem
24. 2007 distribution actual vs what was used
2007
The actual wealth data has a skew to the right – but the state decided to make reimbursement
skew to the left (skew goes towards which way long tail)
? - it means that legislature decided to favor wealthy district in the formula over the last 10
years over middle class and working class districts
25. What would that mean?
– We should try to have distribution of reimbursement match reality .
If the state believes that districts like Wellesley or Needham only needs to pay
82.5% of foundation costs, then the same formula should be applied to middle class
communities.This would be more equitable.
But was the intention for Wellesley’s ability to pay for foundation budget
to increase from 180% to over 200% of foundation budget and get more
than double the annual Chapter 70 aid, while districts like Amesbury
received 0% increases?
26. This needs to change!
Why isn't anyone fixing this?
Over the past 2 years Beacon Hill has set up the Foundation Budget Review
Commission to investigate problems with the funding formula. Many citizens and
experts testified and several pointed out the inequity in distribution and wealth.
What did they find?
The good news is that they think that there needs to be a change. Unfortunately,
their proposed solutions continue to exacerbate the lack of equity.
What will they do?
Nothing.
Who is on the commission?
27. Why Equity is important
Massachusetts needs to lead in the knowledge economy of the 21st century
and we need plan to avoid creating a barbell economy of just the wealthy
and the poor. Education funding can help alleviate that flight to a few
districts.
28. Shouldn't equitable mean striving to provide funding so that
students in Amesbury, Saugus, and Danvers have the same
opportunities as students fromWellesley, Winchester, and
Weston?
Massachusetts cannot be competitive in the global economy
without all its students receiving a quality education.
29. What can I do?
Call your state Representative and state Senator. Ask them why the chair of the Joint
Commission of Education from Wellesley has seen her district receive 110% more in annual
aid while your district funding hasn’t increased at the same level.
Ask them if they believe $29 million in additional aid over 10 years to Wellesley
represents adequate and equitable funding.
Call your mayor ask them to speak with other mayors to see if we should sue the state to
ensure equitable funding.
Editor's Notes
What is adequate and equitable? What does it mean? Who determines this? Bottom para - I shift focus to topic of inequity in school - add that some poorer districts receive less money even though they have less ability to fund their schools resulting in lesser programming and fewer opportunities for their students.
What is adequate and equitable? What does it mean? Who determines this? Bottom para - I shift focus to topic of inequity in school - add that some poorer districts receive less money even though they have less ability to fund their schools resulting in lesser programming and fewer opportunities for their students.