Amendment 73

Here’s how some districts would spend their share of a $1.6 billion tax hike for education

PHOTO: Katie Wood/The Denver Post
Teacher Mandy Rees talks to her middle school students at Bruce Randolph School on Wednesday, March 1, 2017.

If Colorado voters this November approve a $1.6 billion tax increase to benefit schools, several metro-area districts are pledging to spend part of their share to boost teacher pay.

Raising teacher salaries is an idea that’s gaining political popularity, fueled by teacher protests around the country and here in Colorado, where education funding is below the national average and several recent studies have found teachers are dramatically underpaid.

School boards in at least 70 of the state’s 178 school districts – including Denver, Aurora, Jeffco, Adams 14, Westminster, and Sheridan – have passed resolutions in support of the statewide tax increase, called Amendment 73. Some have also specified what their districts would spend the money on.

Amendment 73 would raise personal income taxes for residents making more than $150,000 per year. It would also raise the corporate income tax and make adjustments to property taxes. In separate ballot measures, districts across Colorado – including Aurora, Jeffco, and Westminster – are asking voters to raise local taxes to support education, as well.

In addition to teacher pay, all three large metro districts named expanding preschool as a priority if Amendment 73 passes. Aurora listed decreasing student-to-teacher ratios, while Denver listed reducing class sizes. Denver and Jeffco said they’d also spend more on mental health support for students.

Click the links below to read the resolutions in their entirety. We’ve also included bulleted summaries of the spending priorities in Denver, Jeffco, and Aurora.

A Denver teacher gave an evocative example to the school board Thursday of why the district should prioritize support for students’ mental health by hiring more psychologists and social workers, something it has already begun doing with money from local tax increases.

Here is what the teacher, Michelle Garrison, had to say.

There’s all kinds of facts and figures about the types of trauma students go through in their daily lives. … But when I really thought about how to tell this story, I wanted to share with you some things about how this manifests and looks in a school. … Here’s some things that have happened in the past three days.

Three different third-grade girls crying on three different days because one student with severe emotional needs keeps hitting them and pulling their hair.

Five first-graders crying because another student was sprinting around the room grabbing and crumpling everyone’s art project, ruining their work.

One seventh-grade boy who sleeps soundly, drool and all, every day this week and tells me he can’t sleep at night because he’s afraid someone is going to take his little sister.

Attending a meeting in which we were told to offer coloring sheets as our sole intervention for a boy who has been hitting students with blunt objects and jabbing at their throats.

Attending a trauma-informed practice (training) of which the thesis was, “Don’t yell at kids because they might have really messed-up things going on at home.” I’m not really sure what else to do about what they do, though.

The police have been called to our building three times.

Over 20 middle school students running in the halls, sprinting in and out of classrooms, running and sliding on the floor, blaring music over a Bluetooth speaker. It took 15 minutes and five adults to get them back into classrooms.

I could go on. This is half of what I wrote down. I think you get the point.

This is despite a school full of wonderful adults, wonderful administration, and really wonderful students. But this is the reality of what happens.

I was trained as an art teacher. I do not know what to do to help these students.

Click here to read Denver Public Schools’ resolution on Amendment 73. The $1.6 billion in revenue that the tax increase would generate would be divvied up between school districts, and Denver officials said they expect the district’s share will be $150 million each year.

The resolution says the district will prioritize spending the money on:

  • Increasing pay to attract and retain high-quality teachers and staff
  • Better supporting student mental health needs
  • “Targeted funding and strategies to better support student groups with higher needs, including efforts to reduce class sizes”
  • Expanding early childhood education opportunities

The resolution notes that the largest portion of the funds should be spent on teacher pay, though it doesn’t specify a dollar amount or percentage.

Click here to read Aurora Public Schools’ resolution. It says the district will prioritize:

  • Adding school-based instructional supports, reducing student-teacher ratios, and establishing a clear career ladder to recruit and retain high-quality teachers
  • Enhancing preschool by increasing access, expanding quality programming, and increasing compensation for preschool staff
  • Increasing compensation and benefits to maintain a competitive place in the market

Click here to read Jeffco Public Schools’ resolution. In addition to naming priorities, it specifies what percentage of the district’s share of the funding it would spend on each one.

  • 50 percent to attract and retain quality teachers and staff
  • 15 percent to lower class sizes and staffing shortages
  • 10 percent to add mental health support and counseling, and school security
  • 10 percent to expand early childhood education
  • 7.5 percent to expand career and technical options, as well as science, technology, engineering, and math options
  • 7.5 percent to buy classroom learning materials, technology, and supplies, and offset student fees

Click here to read Westminster’s resolution, here to read Adams 14’s resolution, and here to read Sheridan’s resolution.

Westminster and Adams 14 didn’t suggest how the funds should be used. Sheridan included some commitments, but they aren’t very specific. They include spending on strategies to close gaps in test scores between different groups of students, and maintaining “adequate district operational functions.”

The Colorado Association of School Boards is collecting district resolutions, and you can find more of them here.

Colorado voters have twice before rejected statewide tax increases for education. At both the school and municipal level, voters are much more receptive to local tax increases. The Colorado Association of School Boards, which supports Amendment 73, is urging its members around the state to be as specific as possible about how they’ll spend additional funds. An online guide encourages school boards to “engage stakeholders” and “hold public discussions.”

Opponents of the tax increase have criticized the lack of specificity in how new resources will be spent. They say that spending more money doesn’t guarantee students will do better in school.

But Lisa Weil, head of Great Education Colorado, a major backer of Amendment 73, said school districts had to decide on their own how to cut during the Great Recession, and they should get to decide now how to restore the money.

“In 10 and 20 and 30 years of cuts, the legislature has never said how to cut,” Weil said. “They’ve left that to local communities, and local communities have done what they can to keep cuts out of the classroom and keep serving kids. There is no better way to ensure accountability than to put these decisions in the hands of people who are accountable to voters. They know the community, and it’s where advocates have the most opportunity to make a difference.”

Chalkbeat staffers Yesenia Robles and Erica Meltzer contributed to this report.

state of the state

Whitmer: Michigan needs ‘bold’ changes to fix schools — not just more money

Gov. Gretchen Whitmer delivers her first State of the State address on Tuesday, Feb. 12, 2019.

Michigan’s new governor called for “bold” changes to the way schools are funded — though she’s not saying what those changes could be.

Gov. Gretchen Whitmer, a Democrat who took office last month, devoted a large part of her first State of the State Address on Tuesday night decrying a “crisis” in education defined by alarming declines in childhood literacy.

Those declines can’t be blamed on students or schools, she said.

“Our students are not broken,” she said. “Our teachers are not broken. Our system has been broken … And greater investment alone won’t be enough.”

Whitmer offered no specifics about the reform she wants to see, but said she didn’t think incremental changes would be enough to fix Michigan schools.

“Phony fixes won’t solve the problems,” she said.

“A government that doesn’t work today can’t get the job done for tomorrow,” she said. “That ends now. As a state, we must make the bold choice so we can build a stronger Michigan.”

Whitmer is expected to propose her first state budget next month. She said that budget will “give our frontline educators the tools they need to address the literacy crisis.”

Her comments come amid a growing chorus from education and business leaders across the state who have called for funding schools differently, giving schools more money for students who cost more to educate, such as those who are learning English or living in poverty. That would be a departure from Michigan’s current system of giving schools largely the same amount per student, regardless of that student’s needs or background.

A report from Michigan State University last month found that Michigan had seen the largest education funding decline in the nation since 2002 and currently has one of the nation’s lowest funding levels for students with disabilities.

Changing school funding could pose a challenge to a Democrat working with a Republican-controlled legislature.

Whitmer’s hourlong speech was greeted warmly by Democrats who cheered her policy proposals but drew less support from people across the aisle.

At one point, she seemed concerned that only Democrats stood to applaud a line about “generations of leadership” failing Michigan children.

“I know Republicans love education, don’t you?” she asked.  

Whitmer invited Marla Williams, who teaches special education at Detroit’s Davison Elementary School, to the speech. She praised her for “tireless” advocacy that includes visiting children when they’re sick and doing their laundry.

“That’s because she — like so many Michigan educators — knows teaching is more than a career. It’s a calling,” Whitmer said. “I want to send a message to all the devoted educators across Michigan: You’re not failing us. We have been failing you.”

Detroit teacher Marla Williams waves during Michigan Gov. Gretchen Whitmer’s State of the State address.

The only specific education policy proposals Whitmer offered in her speech involved helping high school graduates attain career certificates or college degrees.

She proposed a scholarship program called MI Opportunity Scholarship that would guarantee two years of debt-free community college to qualified high school graduates.

Whitmer said this would make Michigan the first midwestern state to guarantee community college to all residents, but the impact would be minimal in the 15 cities — including Detroit, Flint, Grand Rapids, and Kalamazoo — that already offer free community college through Promise scholarships.

Whitmer’s proposed scholarship would also provide two years of tuition assistance to students seeking four-year degrees at nonprofit colleges and universities. She said the option would be available to all Michigan students who graduate with a B average.

The Detroit Promise scholarship pays the four-year tuition for students who earn a 3.0 grade point average and score above a 21 on the ACT, or a 1060 on the SAT.

Whitmer’s scholarship proposal bears some similarities to a popular Michigan scholarship called the Michigan Merit Award that gave scholarships to students who earned high scores on a state exam. That program was cut from the state budget over a decade ago.

First Person

Denver teachers are stepping up. It’s time for Colorado voters to do the same.

PHOTO: Kirsten Leah Bitzer

I’m a Denver social studies teacher, and I am striking today with my colleagues as we fight to make teaching in Denver schools a sustainable career.

Yes, it must be noted that Denver Public Schools is top-heavy, and more of the district’s funds should be directed toward professionals who have direct contact with students. But amid this pitched battle between district and union, it’s also important to realize that our current moment does not exist in a vacuum.

Twice in the last six years, we’ve watched ballot initiatives that would have significantly increased Colorado education funding fail. Amendment 73, which lost last fall, was projected to raise $1.6 billion a year. Much of this revenue would have gone to local districts, which could have boosted teacher salaries and added programming for students.

Colorado’s Taxpayer Bill of Rights played a significant role in creating this situation, through its draconian limits on our representatives’ ability to raise additional needed funds and its requirement that ballot measures effectively be presented to the public with the costs as a headline and the benefits as a footnote.

But there are other forces at work here, too. Last year, the state’s Chamber of Commerce and business-oriented lobbying groups celebrated the demise of Amendment 73, the latest attempt to bring Colorado’s education funding to an appropriate level — even as some business leaders have expressed concern over the lack of fully prepared graduates.

The result? Denver Public Schools’ and the teachers union’s proposals are currently separated by $5 to 8 million. While our state’s $345 billion economy booms, we are fighting for scraps.

It shouldn’t be this way. An investment in teachers is an investment in our students, and in our civic and economic future. This is challenging, essential work that requires us to contend with competing answers to a recurring question: What is the purpose of schooling? As teachers, we work to balance many answers, from teaching our subject matter to instilling work skills, modeling interpersonal skills, developing citizens, and cultivating creativity.

As a social studies teacher, I’m driven to help my students understand the world as it is while also giving them the tools to reimagine it. So as my colleagues and I strike, I hope my students and my neighbors will think about what education activist Margaret Haley said 115 years ago.

“A grave responsibility rests on the public school teachers and one which no fear of opposition or misunderstanding excuses them from meeting,” she said. “It is to organize for the purpose of securing conditions that will make it possible for the public school, as a democratic institution, to perform its proper function in the social organism, which is the preservation and development of the democratic ideal.”

This is why we are organizing, today and in the future. We deserve pay that is commensurate with the demands of our work and a level of education investment that reflects the vital importance of our schools.

When the district and the union reach an agreement, which I am confident will happen soon, we will be closer to that goal — but we will not be there yet. Whereas teachers in West Virginia and Arizona were able to pressure their legislators to raise pay statewide, Denver teachers are stuck negotiating with a district starved of funding from above. Our state cannot endure this neglect forever.

The next time education is on the ballot, I hope Coloradans will invest in our students and our future.

Peter Wright is a teacher at Denver’s Northfield High School, serving students from Stapleton, Park Hill, Montbello, Green Valley Ranch, and beyond.