Michigan Education Association Proposal for Education Reform
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- Lynne George
- 8 years ago
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1 Michigan Education Association Proposal for Education Reform Governor Rick Snyder announced his intention to reform education and education finance in Michigan by establishing the Michigan Education Finance Project in July. The timeline is short, with plans to unveil his plan later this year and to include it in the budget process that begins early next year. Details of the Governor s plan are not yet available, but he has released a Special Message on Education Reform. We are pleased to find that in many areas, we agree with the Governor. We also agree that, Change does not have to create adversaries; it can create partners committed to a better future. The Michigan Education Association (MEA) believes that a free and public education is the foundation for our democratic society. Public education historically has meant local control through locally elected representatives on the local school board and not control from out-ofstate or private enterprises. The solutions to the problems facing public education must preserve and strengthen the priceless heritage of free and equitable public education opportunities for every student. Education research tells us what works. Policymakers need to adopt a data-driven approach. These proposals are based on solid educational research that should inform Michigan s policy making. With the afore-mentioned partnership in mind, MEA submits the following proposal for education reform that would: 1. Expand preschool programs to all at-risk two-, three- and four-year-olds. 2. Expand our current K-12 system to a Pre-K-14 education system, providing all Michigan students with the opportunity to earn a post-secondary degree or vocational credential. 3. Fully fund the education of special needs students. 4. Take advantage of the growing number of education delivery systems, including blended online learning. 5. Provide all at-risk students the opportunity for high quality year-round academic programs. 1. Preschool As described in the Governor s Special Message on Education Reform, on average, only 65% of children entered kindergarten classrooms this year ready to learn. This readiness gap often begins at birth and continues until school entry. It can lead to an achievement gap that persists through each year of school. Lee and Burkham (2002, p. 86) write, It seems quite obvious that a major way to reduce social inequities in children s cognitive status (and social competence) as they begin kindergarten is through disadvantaged children s participation in well-designed preschool preparation programs with at least some academic content. Page 1
2 Our current school funding system allocates funds for most four-year-olds who are deemed to be at risk under the Great Start School Readiness categorical grant. A recent study by the State of Michigan found that 30,000 children who are eligible for free public preschool education are unable to enjoy the opportunity because space is lacking in programs. We propose phasing in an expansion of the Great Start School Readiness program to serve all at risk children between the ages of two through four. The current program for at-risk four-year-olds costs $100 million per year. Expanding the program to younger at-risk children will eventually cost an additional $100 to $200 million per year, depending on the level of funding for younger participants. While this is an expensive program, it is a vital investment in future academic success. Decades of research 1 tells us that comprehensive early childhood development programs will provide a strong educational base for young special needs and at-risk students. It is widely recognized that money spent on high quality pre-k programs pays dividends for years by providing children a solid academic base. A Chicago Longitudinal Study, published in 2011, found that preschool program provided a total return to society of $10.83 per dollar invested (18% annual return). The primary sources of benefits were increased earnings and tax revenues and averted criminal justice system costs. 2 Recommendations: Policymakers should not depart from preschool education models that have proven highly effective. These models typically have reasonably small class sizes and well-educated teachers with adequate pay. Teachers in preschool programs should receive intensive supervision and coaching, and they should be involved in a continuous improvement process for teaching and learning. Preschool programs should regularly assess (in an age-appropriate manner) children s learning and development to monitor how well they are accomplishing their goals. Preschool programs, in order to produce positive effects on children s behavior and later reductions in crime and delinquency, should be designed to develop the whole child, including social and emotional development and self-regulation. Because an earlier start and longer duration does appear to produce better results, policies expanding access to children under 4 should prioritize disadvantaged 1 Bainbridge and Lasley (2002, p. 430) state, The most dramatic way to address those justice issues is to ensure quality preschool programming in high-poverty area. Miller (1999, p. 20) also points to, the evidence suggests that our society should be rapidly expanding access to high-quality preschool for all underrepresented minority children. 2 Reynolds, A. J., Temple, J. A., White, B. A. B., Ou, S.-R. and Robertson, D. L. (2011), Age 26 Cost-Benefit Analysis of the Child-Parent Center Early Education Program. Child Development, 82: doi: /j Page 2
3 children who are likely to benefit most. More broadly, preschool education policy should be developed in the context of comprehensive public policies and programs to effectively support child development from birth to age 5 and beyond. 2. Pre-K through 14 We agree with the Governor that, degrees matter. In our global, information-based economy, all Michigan students should have the opportunity to earn a college degree and/or learn a skilled trade. We also agree that the cost of a college education is prohibitive for many families. We fully support an increase in public funding for higher education, but we do not support taking that funding from K-12 programs that are already severely under-funded. Instead, we suggest two options for high school students to earn college credit, thereby reducing future college credit costs. For students who want to take all of their classes in their high school -- If a high school offers a vocational, career technology, or academic class with a curriculum that is as rigorous as a corresponding non-remedial class at a community college or university, the student will receive college credit for the class if the student receives a grade 3.0 (B) or higher. Michigan community colleges and universities would be required to accept these credits toward students graduation requirements, without requiring the student to pay tuition for credits earned while in high school. Under this option, students could graduate from high school with a partial or complete Associates Degree, or a partial four-year degree, depending on the number of qualified courses taken. The student s foundation allowance would remain with the school district that is educating the student. This would make college more affordable and provide a clear incentive for students to do well in these courses. For students who want to attend college classes in addition to high school -- If a student wants to take a vocational, career technology, or academic class or program that is not offered in the high school, the student can attend a community college or University at no charge (if the student is admitted to the college or university). The student would be counted by the high school proportional to the percentage of total classes taken in the high school. For classes taken at the community college or university for which both high school and college credit is granted, the cost should be borne by both the K-12 budget and the community college/higher education budget on an equal share basis (one class is 1/6 of a foundation allowance so the School Aid Fund (SAF) would pay half the cost of the class up to 1/6 of the foundation allowance while the community college/higher education budget would pay the other half of the cost of the course. Students in this type of program would receive college and high school credit for approved classes. The classes would count toward the student s required core high school curriculum. Page 3
4 For classes taken at the community college or university for which high school credit is not granted the total cost would be borne by the community college or higher education budget, with no cost taken from the K-12 district s SAF foundation grant. 3. Special Needs Students Under current law, Michigan reimburses school districts for 28.6% of the cost of special education and 70.4% of the cost of special education transportation. Under current law, districts receive an additional 11.5% of their foundation allowance for every low-income student in the at risk categorical. In essence then, school districts are forced to subsidize the costs of educating special education students from the money the state allocates for general education students. We propose phasing in full-funding of special education and special education transportation and continued funding of the at risk categorical. 4. Online Education Michigan s education system must be modernized so that all students achieve their highest potential. For many students, this will include some on-line instruction, either through the student s local school, another local school or ISD, a community college, or a four-year college. While we embrace the new and ever changing on-line education platform, we also believe that students are more likely to succeed if they also have access to in-class resources. We support blended learning, in which students can choose to receive instruction from high quality on-line educators, along with face-to-face instruction from high quality classroom teachers. We strongly support objective data and benchmarks to determine the effectiveness of virtual education for all students who choose this method of delivery. Schools must change as delivery options change, but we must be responsible to our students and only embrace changes that are proven to improve educational outcomes. In addition, we must research new educational models such as the flipped high school classroom which has shown very positive initial results 3. In the flipped classroom, the teacher provides instruction via taped lectures which the student views at home (instead of the traditional home work). Then, in the classroom, the students complete the homework while the teacher instructs and assists and answers questions. 3 Kathleen Fulton (p ) writing in the October 2012 edition of the Phi Delta Kappan reports on a study of flipped instruction in Minnesota mathematics classrooms which found significant improvement in student achievement and reduced failure rates when instruction is supported by technology. In the same edition Nolan, Preston and Finkelstein (p. 46) in quote one principal s perception, Students are using technology more adeptly, seeing revision as an important step in their work process, and developing college and career readiness skill. Page 4
5 We do not support direct education vouchers to parents who may or may not use those vouchers to provide quality education opportunities. Michigan voters have rejected this notion many times in the past. Finally, there must be regulation over cyberschools as there is growing evidence 4 that many act only to maximize corporate profits at the expense of taxpayers and children. Cyberschools should be held to the same levels of accountability (graduation rates, student achievement, etc.) as traditional public and charter schools. 5. Year-round Schools Research 5 indicates that low-income and other at-risk students lose many of their educational gains during the summer breaks. Although it is too costly to convert all schools into year-round schools, it would be a cost-effective way to close the achievement gap. We propose offering access to free, high quality, year-round academic programs to at-risk students throughout the state. 6. Performance Based Funding While details are not clear, the Governor has proposed changing the method of calculating funding amounts at the K-12 level from a seat time system to a performance based system. We believe that such drastic changes should be undertaken very carefully and after a great deal of study and debate. In recent years some have proposed overly simplistic methods of determining performance that fail to take into account the vastly different aptitudes, abilities, learning impediments, barriers (or lack thereof) that the highly diverse, complex student populations possess. If performance based is established solely by measuring results of standardized tests and comparing them to some other group s standardized test scores or to previous standardized test scores, the system will be fatally flawed. Any attempt to measure performance and use that as the comparative basis on which to base funding must take into account the effort and ability of the classroom professionals. It must also take into account the organization and effectiveness of the school district in creating the environment under which those professionals perform their duties, an assessment that must be undertaken if we are serious about performance. Further, it must take into account the effort put forth by each student into his/her education. This includes factors like attendance, engaging in the learning process and completing the requirements of courses of study. Finally it must take into account the support for education, or lack 4 Gary Miron and Jessica Urschel, a doctoral student at Western Michigan University focused on the effectiveness of online instruction provided to K-12 students by K12, Inc., the largest for profit provider of these services, and found that students participating in this program,. more likely to fall behind in reading and math. These students are also more likely to move between schools or leave school altogether and the cyberschool is less likely to meet federal standards. 5 Alexander, Entwisle and Olson (2007) found that the achievement gap between students from high socio-economic backgrounds and students from low socio-economic backgrounds is the result of summer-learning differences rather than school-year learning differences. Page 5
6 thereof, which exists in the family of the student. The data exists to measure these variables and the effect they have on educational outcomes is well documented. We believe that any performance based system must take all of these factors into account or it is doomed to failure. Covering the Cost The MEA will continue to oppose unconscionable tax cuts that give huge tax breaks to corporations at the expense of our children. We propose the following: 1. Restore the Funding to public schools to its funding level. Michigan Public Schools have lost approximately $16,000 per classroom per year in the past two years. We believe that this amount should be restored to K-12 funding as part of any effort to revise the school funding system. 2. Create Administrative Efficiency There is no economic justification for every district to have its own superintendent and business office. Administrative duties could be centralized with significant savings, freeing up more money for educating students. In , K-12 school districts (including charter schools) spent $632 million on central and business administration. This includes costs of superintendents, associate superintendents, curriculum directors, human resources staff, and central office support staff. In addition, ISDs spent $48 million on these functions. To put these figures in perspective, total state support for the added cost of special education and special education transportation is $670 million this year. Alternatively, the amount spent on K- 12 central administration and business office functions is equal to about $420 per pupil. We propose increasing efficiency and reducing costs by shifting school district business and central administration (not including building administration) duties from individual districts to consortia of districts or to ISDs. 3. Internet Sales Tax Michigan should increase efforts to have Congress adopt a requirement that all catalog and internet merchants collect and transmit to the state the appropriate sales/use taxes on purchases made by Michigan residents. During the Engler and early Granholm administrations, Michigan participated in the Streamlined Sales Tax project which adopted ways to make this more palatable to remote sellers. Despite that endeavor many sellers hide behind technicalities to avoid collecting the sales/use taxes. Only Congress can solve the problem and we should continue pressing Congress for a solution. Page 6
7 4. Extending the Sales Tax to Some Services The Michigan Treasury estimates that extending the sales tax to all services would generate annual revenue of $10.4 billion as shown in the table below. 6 Service Tax Expenditures, FY 2011 (millions) Category For Profit Nonprofit Total Accommodations and Food Service $9.5 $0.0 $9.5 Admin., Support, and Waste Mgmt Arts, Entertainment, and Recreation Construction Educational Services Health Care and Social Assistance 1, , ,222.9 Information Other Services (except Public Admin.) Professional, Scientific, and Technical 2, ,064.7 Real Estate and Rental and Leasing Transportation and Warehousing 1, ,028.0 Utilities TOTAL $7,779.1 $2,582.5 $10,361.6 MEA proposes extending the sales tax to select services to raise the revenue needed to fund public education. 6 Executive Budget Appending on Tax Credits, Deductions and Exemptions. Fiscal Year Michigan Department of Treasury. Page 7
8 Citations Alexander, K., Entwisle, D., and Olson, L. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72 (2), Bainbridge, W. L., and Lasley, T. J, (2002). Demographics, Diversity, and K-12 Accountability. Education and Urban Society, 34 (4), Executive Budget Appending on Tax Credits, Deductions and Exemptions. Fiscal Year Michigan Department of Treasury. 1_343232_7.pdf Fulton, K., 10 Reasons to Flip, Phi Delta Kappan, 94 (2), October, 2012, Lee, V. E., and Burkam, D. T. (2002). Inequality at the Starting Gate. Social Background Differences in Achievement as Children Begin Schools. Washington, DC: Economic Policy Institute. Miller, L. S. (1999). An American Imperative: Accelerating Minority Educational Advancement. New Haven Connecticut, Yale University Press. Miron, G. and Urschel, J., Understanding and Improving Full-Time Virtual Schools, National Education Policy Center, Boulder, Colorado, July 18, Nolan, J., Preston, M., and Finkelstein, J., Can You DIG/IT. Phi Delta Kappan, 94 (2), October, 2012, 46. Reynolds, A. J., Temple, J. A., White, B. A. B., Ou, S.-R. and Robertson, D. L. (2011), Age 26 Cost Benefit Analysis of the Child-Parent Center Early Education Program. Child Development, 82: doi: /j Page 8
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