Paper and pencils

Shelby County teachers are given $100 for classroom supplies. But that’s not nearly enough.

PHOTO: Caroline Bauman

For Crescent Bynum, a culinary arts instructor at Hamilton High School, the $100 she receives from Shelby County Schools at the start of the year buys some pencils and paper.

It doesn’t buy cleaning supplies for her kitchen classroom. It doesn’t buy extra food to prepare when her class runs out. It doesn’t buy chef coats for students who can’t afford to pay for them. Bynum pays for all of that out of her own pocket.

“It’s just the way it is that inner-city school teachers spend more than others because of (lack of) parent participation,” Bynum said. “We don’t receive many of the supplies we need from parents or the district, so we buy it. You know you’re not going to be reimbursed. But if you need something, do you sit back and go without? You go get what you need to teach.”

Bynum is typical of public school teachers in her Memphis district — and across the nation. Most dig into their personal resources to pay for classroom supplies and to help students with their needs.

To help address the gap, the Memphis district on Friday unveiled its Teacher Tool Box, a supplies depot where teachers at high-need schools can obtain free supplies starting next month. The resource is housed at the district’s central offices at 160 S. Hollywood St., and teachers must make appointments to visit. Priority will be given to teachers who work in priority schools, which are the lowest-performing 5 percent of schools in Tennessee in terms of academic achievement.

“While visiting more than 100 classrooms last year, I had teachers tell me they needed more school supplies — that what they need often comes out of their pocket,” Superintendent Dorsey Hopson said at Friday’s ribbon-cutting event.

Teachers, we want to know how much you spend on your classroom. Answer a quick poll here:

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The United Education Association, an affiliate of the Tennessee Education Association, also hosted a “teacher survival store” in July in Memphis, inviting new teachers to use monopoly money distributed at training events to purchase supplies. The idea was to ease the burden on new teachers tho want to “look like you have everything you need, even before you’ve had a paycheck,” said Tikeila Rucker, a Shelby County teacher and TEA affiliate leader.

Shelby County Schools allocates $100 to teachers for individual school supplies at the start of the year. Special education teachers are given a little more, and for some schools, an additional $100 gets pooled by grade level or department. That’s a far cry from what’s recommended per student for materials and supplies under Tennessee’s formula for allocating money to districts, called the Basic Education Program, or BEP. The BEP recommends $74.25 per student for classroom supplies, which calculates to $1,485 for a classroom of 20.

In Metropolitan Nashville Public Schools, the state’s second largest district behind Shelby County Schools, the district allocates $200 per teacher for basic education supplies. Each school receives another $100 per teacher for supplies — to be pooled and spent as the faculty and principal choose.

The BEP is a spending formula designed to calculate the cost of educating students; it doesn’t actually determine how districts spend their state funding. For cash-strapped school systems such as Shelby County Schools, money allotted for supplies often goes toward other necessities, leaving teachers to pick up the slack. Many say they spend anywhere from $400 to $1,000 of their own money every year on classroom needs.

Superintendent Dorsey Hopson joins school board members and teachers to unveil the district's new Teacher Tool Box.
PHOTO: Caroline Bauman
Superintendent Dorsey Hopson (center) joins school board members and teachers to unveil the district’s new Teacher Tool Box.

Nationally, teachers spent $1.6 billion of their own money on school and instructional supplies in the 2012-2013 school year, according to the most recent survey on the subject by the National School Supply and Equipment Association, now called the Education Market Association.

The survey found that 99.5 percent of teachers reported spending in order to do their work. On average, teachers spent a total of $945 on classroom materials, with 10 percent spending more than $1,000 per year.

Nikki Wilks, an English teacher at Memphis Kingsbury High School, said she spent more than $1,000 on supplies during her first year of teaching, and more than $500 in each subsequent year.

“I never feel like I’m just spending money frivolously, because I’m told I can’t turn a student away if they don’t have paper and pencil,” Wilks said. “I want to do projects, but I work at a Title I school, and I can’t tell students that they have to buy a certain book for class. If I’m not buying it, where are my kids going to find it?”

How to help

Teachers are increasingly turning to crowdsourcing sites on social media to help stock their classrooms.

You can search by location at DonorsChoose.org and ClassWish.org.

DonorsChoose.org lets you sort by schools of “highest poverty level,” or schools where more than 65 percent of students are on free or reduced-price lunch.

Parents and school alumni also can make gifts. Wilks said teachers at Kingsbury High posted their supply list on the school’s Facebook page and have been surprised by the response from alumni.

Reporter Grace Tatter contributed to this report.

Editor’s note: This article has been corrected to say that the United Education Association hosted a teacher survival store. A previous version incorrectly stated that the Tennessee Education Association ran the store. The United Education Association is an affiliate of the Tennessee Education Association.

More money

‘We need the funding, and so do our kids.’ Colorado teachers take to the streets for Amendment 73

PHOTO: Erica Meltzer
Denver teachers line Colfax Avenue to urge voters to approve Amendment 73, a tax increase to raise money for education.

Waving “Yes on Amendment 73” signs, Denver teachers formed red-shirted clusters along Colfax Avenue Friday afternoon.

“We’re just trying to get people to support teachers,” said Danette Slater, an elementary teacher at Academia Ana Marie Sandoval in northwest Denver. “We need the funding, and so do our kids.”

Amendment 73 would raise Colorado’s corporate tax rate and the personal income tax rate on people earning more than $150,000 a year to generate $1.6 billion a year in additional funding for education. The state’s Taxpayer’s Bill of Rights requires that voters approve any proposed tax increase. Two previous attempts to raise taxes for education have failed.

“Girls Just Wanna Have Funding,” said Slater’s handmade sign.

The Denver demonstration was one of 27 teacher actions around the state, as the Colorado Education Association, the state’s largest teachers union, prepares for a major push during October to rally support for Amendment 73. Organizers with the Denver Classroom Teachers Association had hoped for a larger turnout, with as many as a thousand teachers lining Colfax from East High School to the Colorado Education Association headquarters at Grant Street and Colfax near the Capitol. Instead, a few hundred teachers formed a series of small groups at key intersections.

Denver Public Schools may have dampened turnout with a memo to building principals saying that teachers who wanted to leave school early to engage in advocacy must take unpaid leave and giving principals the authority to deny leave and discipline any teachers who left anyway.

The small numbers did not dampen the enthusiasm of the teachers and community members who were demonstrating.

“It’s a Friday afternoon at the end of a long week,” said M.J. Jobe, a parent volunteer in the Cherry Creek district who was demonstrating with her husband Jarrad Jobe, a Denver Public Schools teacher. “Everyone is here because they care about kids and care about education. If we vote no, what kind of message are we sending to our kids?”

Passing drivers honked their support, and the teachers cheered in response.

Luke Ragland of the conservative education advocacy group Ready Colorado opposes Amendment 73. He said the tax measure has been sold to teachers as a way to raise pay, but there’s no guarantee that the money will reach teachers’ paychecks or improve educational outcomes for students.

Ragland points to trends over the last several decades in which teacher salaries have decreased when adjusted for inflation, even as more money has gone to schools. Administrative costs eat up a larger share of school budgets, something Ragland believes is driven as much or more by growing regulation at the federal and state level than by high administrative salaries.

“The trend is bad, and just adding more money is not going to change those trends,” he said. “The problem is real, but the solution that Amendment 73 offers is not.”

PHOTO: Aurora Education Association
Aurora teachers demonstrate in support of Amendment 73.

While education funding has increased in recent years with the strong economy, Colorado lawmakers have withheld roughly $7.5 billion from schools since the Great Recession. Colorado currently ranks 28th among U.S. states in per-pupil funding and 31st in the country for teacher pay, but the competitiveness of its teacher salaries – the difference between teacher pay and the wages earned by other professionals with similar levels of education – is among the worst in the nation.

Like many Denver teachers, Jarrad Jobe, a science teacher at Denver Center for International Studies Baker, has a lot of unanswered questions about administrative spending in the district. (Denver administrators, for their part, have tried to reassure the public with new online budget tools.) He has 35 students in each class, and his classroom doesn’t have a proper whiteboard. Jobe believes too much money gets spent on “middle management,” but he also believes the entire pie needs to get larger. Everything has gotten more expensive, and school funding hasn’t kept pace, he said.

M.J. Jobe has a close eye on Cherry Creek’s finances from her seat on a parent advisory committee. Jobe believes the wealthier suburban district is well run and transparent about its spending, and its teachers are among the highest paid in the Denver metro area. But teachers don’t have money for field trips, and the band program exists only due to the private fundraising efforts of parents, she said.

Dakota Prosch, who works with Slater at Sandoval, said she’s relying on promises made by the Denver school board that teacher pay will be a top priority if Amendment 73 passes. Opponents of the measure also fear higher taxes will hurt Colorado’s economy, but Prosch said struggling schools and teachers looking for better opportunities elsewhere will also hurt the economy.

“You can’t have good schools without good teachers, and you can’t have good teachers when across the border you can earn $10,000 more and be in a low-cost area,” she said. Teachers in Wyoming have much higher average pay than their colleagues in Colorado.

Standing nearby, Becka Hendricks said the idea that new revenue will go to ever-increasing administrative costs is one of her fears, even as she demonstrates in favor of Amendment 73.

But at the end of the day, she believes schools need more money. Hendricks, who teaches math to students aged 17 to 21 at Emily Griffith High School, said too many schools don’t even have basic materials or the support staff that students need to be successful. Class sizes are too large, and teacher salaries are too low.

“When we fight for these things with the district, the district’s answer over and over again is, ‘We don’t have the money,’” she said. “If this passes, we can say, ‘We know you have the money.’”

where the money goes

The fight for teacher raises and 4 other takeaways from our IPS referendum forum

PHOTO: Dylan Peers McCoy/Chalkbeat
Panelists at the Chalkbeat forum on the IPS tax referendums.

Indianapolis Public Schools teacher Rosa Vazquez had a point to make, and at its core, it was simple: “We need more.”

“It’s difficult when we attempt to send a student to go have a conversation with a counselor and the counselor is too busy, overwhelmed,” said Vazquez, an English as a new language teacher at Arsenal Technical High School, which she said is struggling to serve students who transferred in when the district closed three other campuses last year. “We need more counselors. Our teachers need smaller class sizes.”

Vazquez was one of five panelists gathered Thursday for a forum hosted by Chalkbeat, WFYI, the Indianapolis Recorder, and the Indianapolis Public Library to discuss two tax measures on the ballot in November aimed at raising more money for the school system. One referendum would raise $220 million to pay for operating expenses. The second measure would raise $52 million for building improvements.

The panel also featured IPS Board President Michael O’Connor, IPS chief financial officer Weston Young, Indy Chamber chief policy officer Mark Fisher, and Purdue University professor Larry DeBoer.

The success or failure of the referendums will have far-reaching implications for the cash-strapped district for years to come, reshaping the education of more than 30,000 of students.

We have five takeaways from the panel.

  1. Boosting teacher pay is the central issue

Teacher pay is the focal point of the referendum to raise operating funds for Indianapolis Public Schools. On the panel, nearly everyone agreed that the extra money needs to be used to increase teacher salaries.

Vazquez said her colleagues often have to work second jobs to support their families. Low pay also leads many teachers to leave for other districts, and students ultimately suffer from high turnover, she said.

“Our students are important,” Vazquez added. “They do matter. They do deserve a chance. And being an inner city should not be a downfall for them.”

Many teachers in the district still make less because of pay freezes during the recession, and to make up for the difference, Vazquez said the district may need to give dramatic raises of 10 percent or more.

Young also pointed to one reason pay may be lower in Indianapolis Public Schools than in many of the surrounding school systems. Most of the districts in Marion County have successfully passed referendums to increase school funding in recent years, he said.

“It’s hard to compete for wages and retain high quality teachers when everybody around you has increased their cash flow and you haven’t,” he added.

O’Connor said the board is aiming to ensure its teachers are among the highest paid in Indiana. He hopes the referendum funding gets the district close to that point. “We’re committed to making sure the money generated goes to teacher salaries,” he said.

  1. There are areas of disagreement

How much money to send to innovation schools, which are part of the district but run by outside nonprofit and charter operators, was the most contentious issue at the forum.

The teachers in those schools are not employed by the district, so they would not automatically benefit from a proposed pay raise funded by the referendum. But the district will send some of the money raised to innovation network schools, and many of those schools will also benefit because they receive services, such as special education, from the district.

If the district wins support for the tax measures “traditional public schools with this referendum should be priority,” said Vazquez.

O’Connor acknowledged that the district has limited resources to give schools. He argued that innovation schools are a good strategy that is improving outcomes for students. And, he said, the district is still fully committed to traditional schools in the district.

“We’ll continue to make those investments at the teacher level and at the classroom level,” O’Connor said.

  1. Even if the referendum passes, the district is still expected to make huge cuts

The $272 million in additional funding the district seeks is substantially lower than the district’s initial requests, which amounted to nearly $1 billion combined. The lower request is the culmination of months of wrangling between the district and Indy Chamber.

The business group became deeply involved in the effort because its members had concerns about the initial request, Fisher said. “There were concerns about the viability of the referendum — whether it would actually pass,” he said. “We did not want to see the referendum fail.”

In part, the district was able to lower its request by making more optimistic projections about future funding, Young said. But for the new, reduced request to work — and for the district to find money for substantial pay raises — Indianapolis Public Schools must make drastic cuts to its expenses. Those could include closing schools and relying on public transportation for high schoolers instead of yellow buses.

Ultimately, the goal of the chamber’s proposal is to improve the quality of the district and set it on a “sustainable fiscal path,” said Fisher. “We can’t continue to have this manage by crisis.”

  1. Safety is top of mind

Much of the discussion was devoted to the operating referendum, which will help pay for daily expenses such as salaries. But the district is also pursuing a $52 million capital referendum that will be used to pay for building improvements, primarily designed to make schools safer.

In the wake of school shootings like the one in Noblesville, school districts are turning to referendums to raise money for safety improvements, DeBoer said.

“Every time we have an event like in Noblesville it alerts people to the need for safety, and it’s the world that we live in,” he said.

In Indianapolis Public Schools, the referendum would pay for safety improvements including secure entrances, new fire safety systems, and improved emergency communication systems.

Because many of the district’s buildings are more than half a century old, retrofitting is more expensive but it is still essential, said O’Connor. “The vast majority of our capital investment is in safety,” he said.

  1. Tax referendums may be the new normal for Central Indiana

Hoosier schools have almost exclusively relied on state funding in recent years. State lawmakers capped how much local governments could collect in property taxes in 2010, and those funds can now only go toward things like construction or transportation — not salaries. But voters can decide to override those caps in their communities.

Across Indiana, 60 percent of school districts have never tried a referendum, said DeBoer, who studies referendums. In Marion County and the surrounding suburbs, however, property tax referendums have become the new normal.

“The passage rates have been increasing over the last 10 years,” he said. All the referendums on the ballot in May passed. The economy is improving, district campaigns are improving, and “perhaps the public is coming to accept that is part of … the normal way we fund schools,” he added.

Watch the full forum