School Finance

Success Act clears Senate by wide margin

Updated May 1, 9:30 a.m. – The Senate voted 33-2 Thursday morning to pass the Student Success Act, the session’s major piece of education funding legislation.

The measure returns to the House for consideration of Senate amendments.

While there are significant differences between the two versions of the bills, there aren’t expected to be major roadblocks to reaching a compromise version.

The only no votes Thursday were Republican Sens. Vicki Marble of Fort Collins and Kevin Lundberg of Berthoud.

Having compromised on the contentious issue of school financial transparency, the solidifying support behind the bill became clear Wednesday evening when the Senate voted preliminary approval.

The transparency compromise gives Gov. John Hickenlooper and some education interest groups what they wanted – $3 million in funding for a statewide website citizens can use to research spending at both the district and school levels.

It also somewhat reduces the bureaucratic burden on school districts to produce the information for the database, compared to previous versions of the plan. District lobbyists had fought hard against the original idea, arguing it was unnecessary and burdensome.

Senators from both parties repeatedly congratulated each other for having reached the compromise on HB 14-1292. Failure to do that delayed action on the bill Monday night.

Prime sponsor Sen. Mike Johnston, D-Denver, even started singing “Kumbaya” before the members gave the bill preliminary approval on a voice vote. There were no audible no votes.

Sen. Nancy Todd, D-Aurora, had battled Johnston on the transparency issue but praised “the concensus we built.” She noted that the final transparency amendment sets requirements that “are not easy but are less cumbersome for our districts.”

Sen. Scott Renfroe, R-Greeley, praised Johnston, saying, “I give the senator credit for listening and being open … to what the districts wanted.”

School district interests have pushed hard on several aspects of the bill all session long. Senate Majority Leader Rollie Heath, D-Boulder, acknowledged that, saying, “We did listen, maybe in ways we didn’t before.”

More substantive sections of the bill reduce the state’s school funding shortfall by $110 million, add $20 million for early literacy programs and provide additional funding for charter school facilities.

A Senate committee earlier removed a section of the bill that would convert the state to the average daily membership method of enrollment counting. School districts also had opposed that provision. Whether ADM will be a point of conflict with the House remains to be seen.

Other elements of the bill have come and gone as it worked its way through the legislature, subject to intense school district lobbying at every step.

The major issue was how much to reduce the $1 billion shortfall in school funding, known as the negative factor. Sponsors originally proposed no reduction, but an early version did suggest $80 million. At one point the Senate version of the bill proposed $120 million before settling back to the $110 million approved by the House.

The sponsors’ plans to earmark for kindergarten and charter school facilities all $40 million in expected marijuana tax revenues were scaled back. In the current version, only $10 million will go to charters instead of flowing to the main capital construction assistance fund. (An attempt to remove the charter earmark was rebuffed Wednesday on the Senate floor.) That section of the bill may end up being theoretical as it looks like there won’t be enough marijuana revenue this year to generate the $40 million.

And a $40 million fund to help districts implement recent education laws is long gone from the bill.

The bill is one of three measures that will drive school funding in 2014-15.

House Bill 14-1298, the 2014-15 School Finance Act, received final Senate approval earlier in the evening on a 23-12 vote. It provides an additional $17 million for at-risk preschool and kindergarten students and a $30 million boost for English language learner programs, among other provisions.

Earlier in the day, Hickenlooper signed House Bill 14-1336, the main 2014-15 state budget bill. It provides the base K-12 funding that the other two bills add to.

All told, the three bills would raise statewide average per-pupil funding to $7,019 in 2014-15, up from $6,652 this year. That’s still below the historic high of $7,078 in 2009-10.

Investment strategy

Here are the initiatives Memphis’ education philanthropists will focus on in 2018

PHOTO: Matt Detrich/The Indianapolis Star
A charter leader from Indianapolis, Marcus Robinson is now CEO of the Memphis Education Fund, a philanthropic collaborative that invests in education improvement initiatives for Memphis schools.

A Memphis philanthropic group has shed its “Teacher Town” name but still plans to spend this year recruiting new teachers while also investing in growing the city’s single-site charter operators.

Unlike similar organizations in other cities across the country, the Memphis Education Fund plans to center its search locally — by helping local universities and groups prepare teachers for the challenges of urban education.

Originally called Teacher Town, the fund was created in 2014 by Memphis education leaders and local philanthropists with a goal of transforming Memphis into a destination city for talented teachers. That vision built on a major investment by the Bill & Melinda Gates Foundation to improve teaching in the city.

In 2016, the group adopted a broader goal of improving all schools; brought in a new leader, Marcus Robinson, from Indianapolis; and joined Education Cities, a national collective of local groups seeking to reshape schools in their cities

In part inspired by changes that have taken place in Indianapolis, where Robinson had worked as a charter leader, Education Cities coordinates local groups advocating for the “portfolio model,” a vision in which cities have more charter schools and let district schools operate more like charters.

Robinson told Education Cities a year ago that his next step for Memphis would be “to unite everyone around a common set of operating principles, expectations, and evaluations to create a level playing field for each operator to perform optimally.” This appears to be in line with the portfolio vision, which aims to give all schools flexibility to operate as they see fit, while holding them equally accountability for results.

But instead of bringing the Shelby County Schools district and local charter operators closer together, 2017 saw them waging open competition for students.

For 2018, Robinson is tackling priorities that are not likely to inflame divisions. The fund will continue to focus on principal training, along with helping single-site charter organizations, boosting reading skills among the city’s youngest students, and recruiting new Memphis teachers.

“We’re hell-bent to fill classrooms with teachers,” said Robinson, pointing to elementary schools as having some of the greatest need.

Memphis will need an estimated 3,600 new teachers by 2020, said Lesley Brown, who directs how the fund invests its money to attract, develop and retain talent for local schools.

Rather than recruiting teachers from outside of Memphis, Teacher Town’s original focus, Robinson said the fund is strengthening partnerships with local universities and teacher preparation programs, such as one launched at Rhodes College in 2016 with the help of a $7 million gift from the fund.

The Memphis Education Fund receives support from several local philanthropies, including The Pyramid Peak Foundation and the Hyde Foundation. (Chalkbeat also receives support from Hyde; read about our funding here.)

Robinson added that the fund also is ramping up its support for single-site charter operators, such as helping teachers implement new literacy curriculum at Memphis Delta Preparatory Charter School and STAR Academy Charter School.

“There’s less of an appetite for national charter organizations to move into Memphis,” he said. ”The next phase isn’t national CMOs (charter management organizations), but how do we encourage single-site schools to evolve.”

The group has doled out such grants to charters as part of a larger effort to boost student reading levels and develop teacher training for Core Knowledge Language Arts and KIPP Wheatley.

“Early literacy is a huge focus,” Robinson told Chalkbeat. “When we look at the test scores, early elementary scores are horrific. What’s the root? Access to quality literacy instruction.”

Paying for school

Sweeping study proposes major changes to the way schools are funded in Michigan

Michigan needs to change the way it funds education so that schools get more money for students who need extra attention — such as those who live in poverty and those who don’t yet have a strong command of the English language.

That’s the top recommendation from a prominent group of educators, policymakers, and business leaders who have been studying Michigan’s school funding system for much of the past two years.

While many states use a complex formula that gives schools more money if they serve children facing extra challenges, Michigan has long used a system that distributes the same amount of money for virtually all students, regardless of their needs.

The state provides some extra funding for students with disabilities — but not nearly enough, according to a state study last year that found schools across Michigan are getting $700 million less a year than they need to serve those students.

The study released Wednesday recommends a major restructuring so that schools would be fully funded for special education programs and would get extra funds to provide resources to students who need extra help. With that money, schools could offer lower class sizes, add counselors and social workers, and give teachers more support, the report says.

The study was conducted by Augenblick, Palaich and Associates on behalf of the Michigan School Finance Research Collaborative.

The collaborative — including top business and education leaders across the state — came together in 2016 after an earlier “school adequacy study” was largely ignored by political leaders.

The earlier study, which was funded by the state legislature, recommended that the state significantly increase the amount of money it sends to schools per student.

The collaborative hopes this new more robust study, which clocks in at more than 300 data-packed pages, will have a greater impact.

Since this study used multiple methods to determine the right funding level for schools, it will be more difficult to ignore, the group hopes.

The study — paid for with $843,000 from major foundations and 18 county school districts — included interviews with hundreds of educators, including district and charters school teachers. Those interviews helped researchers determine how much money schools need to more effectively do their jobs.

The study examined geographic cost differences in different parts of the state, labor cost differences, and other factors and determined that schools need approximately $9,590 each for students who don’t have special needs, including funds that would come from the state and federal governments.

The study recommends that schools get 35 percent more for students living in poverty, between 50 and 70 percent more for students who are learning English, 70 percent more for students with mild disabilities and 115 percent more for students with moderate disabilities.

Among other recommendations in the  report is that charter schools receive the same per-student funding as districts. Currently, the state’s funding system pays some districts more per student than others based largely on historic funding levels as opposed to current needs. Some districts — including most charter schools — are currently getting around $7,600 per child from the state while others get thousands of dollars more

It’s difficult to compare how much funding schools are getting now with the proposed $9,590 per student because schools get a mix state and federal dollars and the $9,590 doesn’t include things like transportation dollars.

The report suggests that the state use a new approach to student transportation in which transportation dollars are distributed differently, taking into account differences between urban and rural school districts.

The report did not put a price tag on the cost of implementing the recommendations and did not spell out how Michigan could come up with the extra money. But members of the collaborative said they hope lawmakers will consider the report as they make policy changes. 

“The issue here is not about whether you live in Farmington or whether you live in Ingham County, it’s about every child ought to have the opportunity to be successful and that ought to be our goal in Michigan,” said Randy Liepa, the Superintendent of Wayne County’s intermediate school district. “I don’t think there will be significant pushback on that.”

The findings were released Wednesday morning, with press conferences planned in Lansing, Grand Rapids, and in the Detroit area.

Read the full report here: