funding battle

Defiant, Cuomo invites ire resisting more New York State funding for schools

PHOTO: Philip Kamrass/Office of Gov. Andrew M. Cuomo
Governor Andrew Cuomo during his 2018 State of the State address.

Gov. Andrew Cuomo once again laid the responsibility of equitable school funding on local districts Monday, earning the nickname “Ebenezer Scrooge” from an advocacy group and kicking off what could be a contentious fight over education spending.

In a speech to the New York City Bar Association, Cuomo released his legislative priorities for the first 100 days of his new term as governor. He devoted a small portion of his comments to education, immediately sparking anger from his critics.

Cuomo directly placed responsibility for funding schools on local districts, saying the money is “not fairly distributed by them.” He pointed to a law he pushed to pass last year that required school districts to compile a report on how state funding is distributed among schools.

“The truth is the poorest schools do not receive any more funding than the richer schools from their local districts,” Cuomo said. “And that, my friend, is a critical injustice because the poorer schools have a great need that needs to be funded.

Then, Cuomo called the foundation aid program — designed to send extra dollars to high-needs school districts — and the 1993 lawsuit filed by New York City parents that laid the groundwork for foundation aid as “ghosts of the past” and part of “a political game.”

“The question is the local distribution of aid,” Cuomo said. “That’s what we have to focus on if we’re actually going to move from political pandering to progressive policy. It’s a question of math and theory, not philosophy and political posturing.”

Advocates say the state still owes the education department about $4 billion in foundation aid funding. The state halted funding under the formula during the recession. In 2017, Cuomo proposed changing it to a level that advocates described as a “repeal.” But Cuomo’s proposal could not overcome these advocates’ opposition and failed to pass.

“Cuomo is the Ebenezer Scrooge of public schools, starving children of much needed resources and state funding,” said Jasmine Gripper, legislative director for the union-backed advocacy group Alliance for Quality Education, in a statement after Cuomo’s speech.

The problem, Gripper said, is that under Cuomo, the “state doesn’t provide enough funding to meet the growing needs that result from growing poverty and increased numbers of English language learners.”

A Chalkbeat analysis of New York City’s school funding data found there are funding disparities, which can amount to thousands of dollars per pupil, between schools, largely because of the Fair Student Funding Formula that sends more dollars to schools with hard-to-serve students, like those with disabilities or those from low-income families.

Some educators, including school principals, argue this formula does not go far enough to address school inequities — holes often filled by rich PTAs.

In the past, some scholars have questioned whether spending more money on schools necessarily results in sufficiently better outcomes for students. But a new review of the research suggests that additional money can play a role in student academic performance. But how that money is spent also likely matters.

The state Department of Education recently proposed a $2.1 billion increase in school funding, most of it tied to boosting foundation aid dollars. The state teachers union and Alliance for Quality Education lauded the Board of Regents’ proposal.

Michael Mulgrew, president of the United Teachers Federation, said it’s “time to take the politics out of state resources for education,” adding that low-income students have been “shortchanged for years” by the state formula.

As they have in the past, state education policymakers also endorsed a $4.9 billion, three-year phase-in of the money many argue is still owed under foundation aid.

“As we said when we released our proposal last week, all children should have access to a high-quality education regardless of their race, where they live or where they go to school,” said Emily DeSantis, a spokeswoman for the state Department of Education. “We look forward to working with the legislature and the executive to achieve this for all New York’s children.”

With more progressive Democrats in the Senate who campaigned on boosting education spending, Cuomo’s comments could signal a contentious budget fight ahead. Lawmakers must hash out a budget pan by April 1, and Cuomo’s budget proposal is expected in January.

Lawmakers don’t typically grant the full funding request from state policymakers. Last year, for example, legislators approved $1 billion in more funding for education, which was still more than half a billion dollars less than what the Board of Regents asked for.

Time crunch

Specialized high schools lawsuit could delay admissions decisions, New York City says in court filings

PHOTO: Christina Veiga/Chalkbeat
Asian-American parents and community leaders gathered in Brooklyn to learn about a lawsuit against part of the city's plan to integrate specialized high schools.

New York City students may have to wait longer than usual to learn where they’ve been accepted to high school as the city prepares for a ruling in a lawsuit challenging integration efforts, according to court records filed Wednesday.

The city asked Judge Edgardo Ramos to rule by Feb. 25 on a preliminary injunction to block admissions changes aimed at enrolling more black and Hispanic students in the city’s prestigious but segregated specialized high schools.

A decision would be needed by then in order to meet the “latest feasible date to mail offer letters,” which the city says would be March 18 given the tight timeline around the admissions process.  The delay would apply to all students, not just those vying for a seat at a specialized high school. 

“DOE is mindful that a delay in the mailing of high school offers will increase anxiety for students and families, cause complications for those students considering private school offers, and require specialized high schools and non-specialized high schools to reschedule and restaff open houses,” the letter said.

A spokesman for the education department said the city will “communicate with families when a final offer date has been determined.” Letters were originally scheduled to be sent by March 4.

Filed in December, the lawsuit against the city seeks to halt an expansion of the Discovery program, which offers admission to students who scored just below the cutoff on the exam that is the sole entrance criteria for specialized high schools. The Discovery expansion, slated to begin this year, is one piece of Mayor Bill de Blasio’s plan to diversify the elite high schools.

Asian-American parents and community organizations say the expansion unfairly excludes their children. Asian students make up 62 percent of enrollment at specialized high schools, but comprise only 16 percent of the student body citywide.

The suit calls for a preliminary injunction, which would put the Discovery expansion on hold while the case winds its way through the courts — and would disrupt the admissions cycle already underway for eighth-graders enrolling in high school next year. The process of matching students to specialized high schools was scheduled to begin this week, the city’s letter states.

The plaintiffs wrote a letter supporting the city’s timeline for a decision on the preliminary injunction, saying their aim is to stop the proposed admissions changes “before they can have the anticipated discriminatory effect.”

Hitting pause on the Discovery program expansion would mean the education department has to recalculate the cutoff score for admission to specialized high schools, consult with principals, work with the test vendor to verify scores, and generate offer letters to send to students, city attorney Marilyn Richter wrote in a letter to the judge.

The education department “has never made such a significant course adjustment midstream in the process before,” she wrote.

Education Inequalities

Is Michigan ready for a ‘grand bargain’ to improve its struggling education system?

PHOTO: Lori Higgins/Chalkbeat
Teresa Weatherall Neal, superintendent of the Grand Rapids school district, speaks during a panel discussion that also featured, from left, Detroit Free Press columnist Rochelle Riley, Detroit Superintendent Nikolai Vitti and former U.S. Education Secretary John King.

A new political dynamic in Lansing has put Michigan in a position to potentially see the kind of education transformation that helped catapult Massachusetts to its status as the top-performing state in the nation, says a former U.S. Secretary of Education.

That bit of optimism from John King, who served as education secretary from 2016 to 2017 and is now the president and CEO of The Education Trust, came after nearly three hours of sobering discussion during an event Wednesday about the need to address inequities in education in Michigan.

Several times, King used the term “grand bargain” to describe what Michigan needs. It’s a term many Detroiters will remember from the Detroit bankruptcy and the deal that was a key part of getting the city out of bankruptcy.

As it relates to education, the term “grand bargain” has been used to refer to the bipartisan agreement struck more than two decades ago in Massachusetts that had broad buy-in from business and education groups, teachers, and parents, to improve academic achievement. The gist: The state invested more money in schools. In return, standards and accountability were increased.

King said Michigan is poised to reach the same consensus and invest more money in education, in particular investing money more equitably so the highest-need students are getting the most funding. He said there needs to be a thoughtful approach to accountability, as well as more investments in teacher preparation and support.

He sees it happening because of new leadership at the state level, including Democratic Gov. Gretchen Whitmer and new Republican leaders of the House and Senate.

“This is a moment where the new leadership in Lansing could come together … and it could be truly transformative.”

The event Wednesday, which took place at the Charles H. Wright Museum of African American History, was organized by the Education Trust-Midwest, a Royal Oak-based education advocacy and research organization. The topic was inequities in education and the need to provide equitable opportunities for children regardless on where they live.

Amber Arellano, executive director of the organization, said Michigan ranks 43rd out of 47 states for the funding gap between poor and wealthy school districts.

“Students and families pay the price for this under-investment,” Arellano said.

She said the experiences of states like Massachusetts that have seen striking improvement provide hope for Michigan because they show transformation can happen over five to 10 years.

Michigan has been falling behind other states in performance on the National Assessment of Educational Progress, a national exam that tests a representative sample of students in each state. The state’s performance, in fact, has shown little to no improvement over the last decade.

“We rise and we fall together. In Michigan’s case, we’re falling together,” Arellano said.

The audience at the event’s two panel discussions also heard from speakers such as Nikolai Vitti, superintendent of the Detroit school district. He said that often, when K-12 educators talk about the need for more resources, “you see the rolling eyes of lawmakers.”

But, Vitti said, “It takes funding to educate children. And it takes more funding to educate children who enter … with more challenges.”

Panelists agreed that Michigan is at a pivotal moment because of its new leadership. And they came up with solutions they think will make a difference.

Melody Arabo, outreach specialist at EdReports.org and former Michigan Teacher of the Year, said the state needs to address a lack of resources for educators. She said that in a classroom of 30 students, a teacher can have some reading at the kindergarten level and others “who can read better than I can.”

The materials that teachers have “are not meeting those needs. Teachers spend an average of 12 hours a week going online looking for resources.”

David Meador, vice chairman and chief administrative officer of DTE Energy, said Michigan should look at what successful states have done and adopt best practices. Just as important, he said:“Stick with it. Don’t change it every year.”

For King, the solution to improving schools is simple and starts at a young age.

“If Michigan is going to improve, it will need a surge in high quality early learning that prepares every child for kindergarten or beyond,” King said.