Budget unveiled

Hopson wants to invest in Memphis teacher raises, student supports, struggling schools

PHOTO: Caroline Bauman
Superintendent Dorsey Hopson joined school board members and teachers last August to celebrate a new school supplies depot for teachers in Shelby County Schools. On Monday, Hopson unveiled a 2017-18 budget that proposes more investments in teachers and schools.

Memphis school teachers could get a 3 percent raise for a second straight year under a proposed spending plan touted as “investing more in people than in programs.”

Superintendent Dorsey Hopson on Monday unveiled a $945 million spending plan for next school year that avoids the layoffs and cuts that have dominated recent budgets for Shelby County Schools.

Instead, Tennessee’s largest district plans to invest in new resources to support its classrooms by adding 18 instructional coaches, 35 school counselors, 11 assistant principals, and 20 interventionists for literacy and math. Each teacher would get $50 more each year to buy classroom supplies, on top of the $100 they already receive.

The district also is earmarking $5.9 million to pay for interventions at 11 struggling schools and to provide retention bonuses for their teachers.

It’s all part of nearly $50 million in academic additions proposed for next school year — a flip from last year when the district made $50 million in cuts. To help cover the investments, $18 million would come from the district’s general fund balance, which now stands at $110 million.

The proposed budget for 2017-18 is 2 percent lower than this year’s, due partly to another year of declining enrollment. But it’s the first year since the 2013 merger of Memphis and Shelby County schools that the district has kicked off its budget season without a shortfall.

Despite the anticipated drop in students, no teacher layoffs are planned. Instead, excess teachers will be moved to fill vacancies elsewhere. “We’ll have a place for all of our teachers,” Hopson said during a conference call with news reporters.

The budget was presented to school board members with messages about both good news and bad.

The good news: Shelby County Schools will continue to benefit from the boost in local education funding approved last year by the Shelby County Board of Commissioners, which holds the purse strings for school funding.

The bad news, Hopson said, is that the district is still “woefully underfunding by the state,” a claim supported by a recent Rutgers study and the basis for the district’s ongoing funding lawsuit against the state.

Chief Financial Officer Lin Johnson also warned that the district’s newfound stability could be rocked if the state legislature passes a tuition voucher law. One bill specifically aimed at Memphis could cost Shelby County Schools about $18 million annually.

“It is a significant amount that jeopardizes us doing more in terms of academic intervention, academic improvement, and improving more emotional and social support for our kids,” Johnson told board members.

The budget, which takes effect July 1, is built on the assumption that vouchers will be approved and that 1,000 students would take advantage of them at a cost of $8.6 million. If the bill fails, Hopson said board members could redirect that money to more school supports.

Proposals to invest in supports that reach classrooms drew praise from school board members. Stephanie Love cited increased staffing to support students’ social and emotional needs, while board Chairman Chris Caldwell welcomed the chance to invest proactively.

Meanwhile, former chairwoman Teresa Jones urged district administrators to be transparent about exactly where the investments will go.

“I think we’re headed in the right direction,” Jones said. “I realize we have a lot of ground to make up. And it’s the first year since I’ve been on the board we’ve been able to try to make investments — real investments — district-wide. I’m pleased for that.”

Exactly how the $10.5 million in teacher raises would be rolled out is still under discussion. The district is in negotiations with the county’s two teachers unions. Last year, Hopson pushed for merit-based raises, but eventually extended them across the board after technical and logistical problems with the state’s new TNReady test delayed teacher evaluation data to the district.

The budget aligns with Hopson’s initiative announced last month to work with principals to transform 11 schools struggling with academic, enrollment or building maintenance problems. The effort pulls components from the Innovation Zone, the district’s school turnaround program, to help improve schools in crisis.

“What we hear year in and year out is we need help in schools,” Hopson said. “We were really thoughtful about coming up with a budget that shows significant and sustainable investments in schools.”

Below is the administration’s budget presentation to school board members.

Standing alone

New report blasts Colorado for allowing tiny districts to net more school funding by breaking away from larger districts

A new national report on school districts that break away from larger districts criticizes Colorado for incentivizing that path in rural Yuma County.

While the report from the nonprofit EdBuild spotlights a number of districts nationwide that have seceded from larger urban districts to avoid racial and socioeconomic integration, the motivation in Yuma was getting more school funding for tiny rural communities.

In 2001, two school districts on the Eastern Plains — East Yuma and West Yuma — split into four smaller districts: Yuma, Wray and the much smaller Idalia and Liberty. Voters approved the splits in 2000. The idea was to secure more state funding by taking advantage of a new law, pushed through by the local state representative, that would give extra dollars to small districts created by boundary changes approved in that year’s election. (Normally, small districts created by such splits aren’t entitled to more state money.)

PHOTO: EdBuild

The plan worked, netting big per-pupil increases for Idalia, which has about 225 students, and Liberty, which has about 80. In the 2016-17 school year, Yuma and Wray received around $5,500 in state funding for each student while Idalia received about $10,000 and Liberty received about $9,100, according to the Colorado Department of Education.

An East Yuma school board member said before the split, “It would have been nice if [the state] could have provided funding without splitting us, but there was no other way.”

The 2000 Westword story that quoted the board member also described how at first the legislation allowing an exception for districts like those in Yuma County seemed destined to fail. Some lawmakers instead proposed that the Idalia and Liberty schools be closed. But testimony from a fifth-grade girl who’d have a longer bus ride if her Idalia school closed helped put the proposal back on track.

For the small communities that felt shortchanged when they were part of larger districts, the new law provided a major financial boost. But the authors of the EdBuild report argue that it was misguided state policy.

They say the Yuma splits created new duplicative bureaucracies and waste state taxpayers’ money.

By “rewarding small size, Colorado is incentivizing poor financial management, throwing good money after bad and dividing communities along the way,” write the authors.

The report, released Wednesday, is called, “Fractured: The Breakdown of America’s School Districts.

Detroit Journalism Cooperative

Restrictions on teacher pay in Detroit schools can scare away applicants — and make it hard to fill 260 classroom positions

PHOTO: Erin Einhorn
Kindergarten teacher Stefanie Kovaleski of Bethune Elementary-Middle School is one of many teachers who could take a major pay cut when her school returns next year to Detroit Public Schools Community District if she doesn't get credit for her years of experience.

This story is published in partnership with Bridge Magazine, part of the Detroit Journalism Cooperative.  

In Detroit, as many as 260 classroom teacher positions are unfilled in the state’s largest district, prompting a shortage so severe that substitutes last year were the full-time solution in more than 100 classrooms.

And with fewer new teachers are graduating from college every year, pressure is mounting to find qualified teachers. The situation has left teachers working harder in overcrowded classrooms for underwhelming pay –  they’ve seen their pay frozen and cut repeatedly in a district that’s beset with problems both financial and academic.

Yet in the face of a supply and demand problem, the Detroit teachers, like their peers in numerous Michigan school districts, have bargained for contracts that severely restrict the pay of the folks who could help alleviate the shortage.

In Detroit, Dearborn and Roseville, new teachers can only get credit for two years’ experience they accrued working in other school districts. In Grand Rapids it’s five years, in Lansing it’s eight.

It’s difficult to gauge whether the restrictions affect teacher recruitment because they may scare away potential applicants. But for those who are considering a move, the impact is huge.

Say you’re a teacher with 10 years’ experience at Utica schools, which had layoffs last year. To work in Detroit, you’d have to accept nearly $36,000 less, going from more than $78,500 to just under $43,000 because eight years’ of experience wouldn’t count.

Detroit already pays less, with teachers topping out at $65,265 after 10 years, compared with well over $78,000 in most districts. But the restriction put in place by the teachers –  and agreed upon by the administration –  makes that cut even more steep.

Union rules

In a number of Michigan school districts, teachers have negotiated to limit the pay of new hires, ensuring they cannot get full credit for prior teaching experience. In other districts, those decisions are left to the administration. In most cases “max pay” refers to salaries of teachers with master’s degree plus 30 additional hours of graduate education who have the maximum number of years of experience. Below are the 25 largest districts in the state. The restrictions were more common among the 21 districts that surround Detroit, with more than half calling for limits on credit for teaching experience.

District Maximum years of credit Years to top of scale Max pay
Detroit 2* 10 $65,965
Utica full 11 $89,563
Dearborn 2* 18 $82,006
Plymouth-Canton 5* 14 $81,049
Ann Arbor full 11 $80,769
Chippewa Valley full 12 $89,443
Grand Rapids 5* 12 $68,042
Rochester full 20 $86,420
Warren Consolidated full 12 $94,700
Walled Lake full 15 $90,362
Livonia 7 12 $84,595
Troy full 14 $92,400
Kalamazoo full 25 $76,881
Wayne-Westland 3* 14 $76,839
Lansing 8 22 $76,850
L’Anse Creuse full 16 $84,386
Farmington 4* 11 $86,830
Forest Hills full 28 $84,590
Traverse City full 20 $74,819
Waterford 8 15 $78,351
Huron Valley 5* 17 $75,915
Port Huron full 13 $69,831
Kentwood full 26 $80,403
Portage full 30 $88,808
Grand Blanc full 12 $73,588

*In some cases, the union contracts allow districts to acknowledge additional years of experience.

Source: Collective bargaining agreements

There’s little wiggle room because the collectively bargained contracts set salaries exclusively by experience and education. Critics say the restrictions put teachers’ interests ahead of students.

“School districts that want to attract the best teachers… for their students would not want these kinds of policies,” said Ben DeGrow, director of education policy at the Mackinac Center, a free-market think tank based in Midland. It has been frequent critics of teachers’ unions.

Ivy Bailey, president of the Detroit Federation of Teachers, said the language has been in the contract for years and acknowledges those teachers who’ve suffered through years of pay cuts and freezes.

“You have teachers who stayed here and endured it all,” she said. “They care about the children and they’ve stuck it out.”

Bailey said the contract allows the district more latitude when trying to hire teachers in critical areas such as special education. Those specialty areas can salary credit for up to eight years’ experience.

But if it’s not in a critical area, no dice. And that’s been a problem for principals wanting to fill vacancies such as Jeffrey Robinson, principal at Paul Robeson Malcolm X Academy on Detroit’s west side.

“On three separate occasions, we got people who got past the onboarding process, right to the point where they were ready to sign the contract. Then they took a better offer because the salaries are just not competitive,” Robinson told Detroit Journalism Cooperative reporting partner Chalkbeat Detroit recently.

Despite the obstacles in pay and a push by officials some to consider uncertified teachers, district spokeswoman Chrystal Wilson said the district “is committed to hiring certified teachers.”

Detroit is not the only district with restrictions. They are found in union contracts at districts large and small, wealthy and poor, urban and suburban and are the result of the anger stemming from pay cuts and freezes that have taken a huge chunk out of the earning power of teachers who have worked for years in troubled districts.

Not found everywhere

Bailey said it’s common for teachers who change districts to get less than full credit for their experience.

“We can’t do it when we go to another district, either,” she said. “Nobody’s going to give you all of your time.”

But a survey of teacher contracts from more than 40 districts around the state show that many allow district administrators to grant full credit.

In  Ann Arbor, Kalamazoo, Ferndale, Warren Fitzgerald, Warren Van Dyke, South Redford, Utica and others, a teacher could jump to the top of the scale without the teachers union contract prohibiting it.

In the Grosse Pointe schools, which pays among the best in the state, new teachers can be hired at the 13th of a 14-step salary schedule.

Yet in other places, teachers have put the brakes on salaries. Those that have are communities suburban and urban, wealthy and poor. In Oak Park, just north of Detroit, the teachers’ contract has a provision that says all new hires should be hired at beginners’ wages.

Hiring at higher levels “puts financial pressure on the district and creates an environment which disenfranchises staff currently restricted by contractual step freezes,” according to the contract.

The Walled Lake schools in Oakland County, the 10th largest district in the state, had restrictions in prior contracts. But the union agreed to take them out a few years ago even though they continue to encourage the district to hire teachers at as low a step as possible.

Still, the union recognized the need to give the district more flexibility.

“It makes it really hard to have one blanket policy for every opening,” said Daryl Szmanski, president of the teachers’ union in Walled Lake. “As a teacher shortage looms, it’s going to be harder and harder to get good candidates.”

To be sure, restrictions on teacher pay for outsiders is hardly the only factor in teacher shortages in parts of the state. It’s difficult to say if it’s even a major factor. Stagnant state funding for education, a steep drop in enrollment in teacher preparation programs, and sometimes harsh public and political rhetoric directed toward public education almost certainly also play a role in the shortage. So too, there are far fewer substitute teachers available to fill in when permanent teachers are absent.

But for unions, the teacher shortage presents two bad choices: Be unhappy about crowded classrooms or be unhappy that new teachers make more money.

For the Mackinac Center’s DeGrow, the decision should be easy: Door No. 2.

“This kind of policy is just an obstacle for getting the best talent in the classroom,” DeGrow said. “The kids (in Detroit) are already as a disadvantage. Why would we want to make it harder to bring qualified teachers in?”

Need ‘best teachers’

Brad Banasik, director of labor relations for the Michigan Association of School Boards, said he’s not heard complaints about the contracts, but noted that he thinks “administrators would like the ability to hire some on the higher step (pay level).”

Some unions agree. Doug Hill is a veteran teacher who’s now president of the Rochester teachers’ union in Oakland County and he said he’s aware of the painful cuts at other districts.

Hill’s union decided in a recent negotiation to remove a restriction on pay for counselors who held teaching certificates. The district had seen positions go unfilled but now can hire teachers in at whatever level experience they want.

“I can see both sides of this,” Hill said, but added “we’re trying to get the best teachers to put in front of students.”

Union officials say they asked for –  and got –  the restrictions because they say without it their veteran teachers would be demoralized by having new hires, who had not endured the same pay cuts and freezes, make more money doing the same work.

It would be hard to determine how often these provisions have hurt districts like Detroit and Dearborn. If  teachers know they’d have to take a $20,000 or $30,000 pay cut, would they even apply? And they’d likely know: All Michigan districts are required to post their teacher contracts online; Bridge did its survey using this easily-to-access information.

“I think they’re very aware of what’s out there,” Rochester’s Hill said.

For Detroit and other districts, that may be a problem.

This story originally ran in Bridge Magazine on June 15, 2017.

To focus on community life and the city’s future after bankruptcy, five nonprofit media outlets have formed the Detroit Journalism Cooperative (DJC).

The Center for Michigan’s Bridge Magazine is the convening partner for the group, which includes Detroit Public Television (DPTV), Michigan Radio, WDET, Chalkbeat, and New Michigan Media, a partnership of ethnic and minority newspapers.

Funded by the John S. and James L. Knight Foundation and the Ford Foundation, the DJC partners are reporting about and creating community engagement opportunities relevant to the city’s bankruptcy, recovery and restructuring.