Haslam To Fully Fund BEP

During the State of the State address on Monday, Governor Haslam announced that he is fully funding the Basic Education Program (BEP). Here’s what chalkbeat had to say:

In conjunction his seventh State of the State address, Haslam released a $37 billion proposed budget for 2017-18, including almost $230 million more for schools following a historic increase last year. Haslam said it’s one of the largest education funding increases in the state’s history and amounts to fully funding schools under the state’s funding formula known as the Basic Education Program.

Here’s what Haslam said during his address:

We’re fully funding the Basic Education Program including $22 million in additional dollars to help schools serve high need students and $15 million for career and technical education equipment. One hundred million dollars ($100 million) is included for teacher salaries, bringing the three year total since FY 16 to more than $300 million in new dollars for teacher salaries and more than $430 million in new dollars for salaries since 2011. Tennessee has shown it will not balance the budget on the backs of teachers and students. In fact, under the legislature and this administration, Tennessee has increased total K-12 spending by more than $1.3 billion.

It’s great the Governor Haslam is finally fully funding the BEP, which will allow for more resources going into the classrooms to help our students and teachers. For years, legislators, parents, bloggers, and local education officials have asked the Governor to fully fund the BEP. He finally listened.

Thanks for finally coming through, Governor Haslam.

Where do the funds go?

  • $100 million more for teacher salaries
  • $22 million more for English Language Learners
  • $15 million more for career technical education
  • $4.5 million more for the Read to be Ready initiative
  • $6 million (one time) for charter school facilities

I know many teachers will be extremely happy when they read the news. I know I am.  Now that it is fully funded, it’s time to make sure it’s fair.

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

Show Us the Money

WSMV reports state revenues came in at $108 million above projections in September:

Corporate franchise and exercise taxes came in at $76 million more than expectations in the month, which reflects economic activity in August. Sales taxes collections were $24 million higher than the amount budgeted for the month and reflect a 4.5 percent growth rate compared with the same year-ago period.

The surplus from September alone would be enough for the state to add 3500 teachers using the current funding formula. That’s 25% of the total needed to properly fund our state’s schools according to a recent report from the Comptroller’s office.

The report indicated:

The state is considerably underestimating the number of educators needed to run Tennessee schools according to its own requirements, says a state comptroller’s report released Wednesday.
And local governments are paying the difference. Statewide, districts employ about 12,700 more educators than the state funds, according to the comptroller’s Office of Research and Education Accountability, or OREA.

We are now in our third consecutive year of revenue growth well above projections. It’s time for the state to step up and invest in schools. Three more months with surpluses like September would provide enough revenue ($400 million) for the state to adequately fund teaching positions through the BEP. And don’t forget, we have more than $900 million in surplus funds from the budget year that ended on June 30th.

The money is there. Will it be invested in our schools?

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

MNPS Sues The State

MNPS has now officially filed a lawsuit against the state of Tennessee in regards to underfunding for English language learners.

The petition, which was filed Thursday, comes after the school board voted to sue in June and a recent letter that 30 Metro Council members signed in favor of the lawsuit.

Amanda Haggard at the Nashville Scene:

The lawsuit argues that the state should follow code, which outlines that “funding shall be provided by the state at a ratio of 1:20 for teachers and 1:200 for translators.”

Currently the state is only funding ELL at an estimated ratio of 1:25 for teachers and 1:250 for translators.

Before the lawsuit was filed, the state agreed about the code and ratio, but referred Metro Legal to another section of the code, which says “the changes in components or factors of the BEP implemented by this at shall be implemented in accordance with funding as made available through the general appropriations act.”

In response to the lawsuit, Nashville Mayor Barry commended the school board.

I commend our School Board for seeking to use every tool available to them to ensure that our teachers have enough resources to provide a world-class education for our students. We have the opportunity to be a leader in the nation for providing high-quality ELL services for our students, but we need to ensure that the State of Tennessee is providing Davidson County with our fair share of tax dollars as required by law.

You can read the lawsuit here.

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

 

Priority Mail

The BEP Review Committee, the state body tasked with annually reviewing school funding in Tennessee and making recommendations for improvement, decided in late July to send a letter to the Governor and other key state leaders outlining priorities for future education funding.

Here’s what the committee’s minutes say about this letter:

The committee resolved with no dissenting votes to send a letter to the Governor, the Commissioner of Finance and Administration and the Commissioner of Education outlining the five priorities of the committee for funding.

The five priorities, in order:

1. Sustained commitment to teacher compensation

2. English Language Learner funding (to bring ratios closer to the level called for in the BEP Enhancement Act of 2016)

3. Funding the number of guidance counselors at a level closer to national best practices

4. Funding Response to Instruction and Intervention positions

5. Sustained technology funding

Teacher compensation has been a big issue in the last few years. From Governor Haslam’s broken promise back in 2014 to consecutive years of salary increases included in the Governor’s budget and passed by the General Assembly.

In spite of all this, Tennessee still faces a significant teacher wage gap. That is, teachers are paid about 30% less than other similarly-educated professionals. The good news is the state now has a $925 million surplus, a portion of which could be used to help close the teacher wage gap. Doing this would also meet another long-term goal of the BEP review committee: Providing districts with teacher compensation that more closely matches the actual cost of hiring a teacher. The projected cost of this, according to the 2014 BEP Review Committee Report, is around $500 million.

This is the Committee’s #1 priority. They’ve told the Governor and others it matters. A lot. And Tennessee has the money to make a serious investment in teacher compensation in 2017 and beyond.

The second goal is better funding for English Language Learners in order to improve the ratio of ELL instructors to students. The cost of full implementation of the desired ratio is around $30 million. That’s also doable given the current budget situation.

Next, the BEP Review Committee wants an added commitment to guidance counselors. Fully funding this request would cost nearly $60 million.

A little further down the list is funding for dedicated RTI2 positions. It’s not clear what this could cost, but it’s pretty important because the unfunded RTI2 mandate is a significant part of the lawsuit filed by some school districts against the state charging the current funding formula is inadequate.

Finally, there’s technology. It’s pretty clear that despite recent investments, districts across the state would benefit from significant state investment in technology. That’s one thing the preparation for the failed TNReady test made abundantly clear.

It’s good to be able to prioritize our state’s education investments. Even policy idealists know we can’t do it all at once. The good news is, there’s money available to make meaningful investment and get pretty far down this list. It’s a multi-year project, to be sure. But it’s advice the Governor and others should heed.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

The Biggest Losers

Grace Tatter over at Chalkbeat has a breakdown of Governor Haslam’s BEP changes. While this year’s budget includes an influx of dollars, it also freezes BEP 2.0.

Tatter explains:

Though the governor’s plan nixes BEP 2.0, it permanently increases the state’s spending on English language learners (funding ELL teachers at a 1:20 student ratio and translators at a 1:200 student ratio), and special education students, technology and teacher pay, especially when it comes to teachers insurance. For years, the state only paid for teachers to have 10 months of health insurance. Last year, the General Assembly mandated that the state provide for 11 months of insurance. Haslam’s proposal this year finally gives teachers’ year-round insurance.

It’s important to note here that districts are already paying for year-round insurance for teachers, now they will receive some funding for it. The state funds teacher insurance at 45% of the projected cost for a district’s BEP-generated teaching positions. Until last year, it funded 45% of this cost for only 10 months, now it will shift to 12 months. It’s also worth noting that every single district in the state hires teachers beyond the BEP-generated number. Typically, around 12-15% more than what the BEP formula generates. Districts cover the full cost of salary and insurance for all teachers hired beyond the BEP number.

If districts only hired the BEP number of teachers, they could reduce local costs, but they’d also likely have some pretty unhappy parents on their hands. So, yes, the Governor’s proposed changes do direct additional funds to districts. But the changes do not address the underlying problem with the BEP. Doing so would cost another $250 to $300 million. That would be the cost of adjusting the ratios by 10-15% for teachers. That’s not to mention nurses, counselors, and other positions. And it doesn’t include capital funding.

The BEP Review Committee has been highlighting these deficiencies for years to no avail.

Additionally, Tatter mentions:

Another carryover from BEP 2.0 is the eventual elimination of a “cost differential factor,” known as CDF, that 16 districts in five counties receive to address a higher cost of living. Reducing the CDF would cut state spending by about $34.7 million. Almost half of that money would have gone to Shelby County Schools and the municipal districts in Shelby County. Other counties that would be impacted are Davidson, Anderson, Williamson and Sullivan.

While BEP 2.0 envisioned elimination of the CDF, it also envisioned the state covering 75% of teacher salaries for BEP-generated teachers. The Haslam changes makes the current 70% permanent.

Here are the districts losing money under the CDF elimination. The CDF is cut in half for the upcoming year and then completely eliminated in 2017-18.

Shelby
             30,873,136
Davidson
             17,570,727
Williamson
             11,073,924
Bartlett
                2,111,966
Collierville
                2,007,525
Germantown
                1,411,972
Franklin SSD
                1,260,978
Arlington
                1,169,503
Millington
                   672,030
Anderson
                   473,867
Oak Ridge
                   320,368
Lakeland
                   243,331
Sullivan
                      78,161
Clinton City
                      72,903
Kingsport
                      54,638
Bristol City
                      30,682
Total
69,425,713

It’s not clear whether these changes will impact the current lawsuits regarding funding adequacy. And the additional funds still don’t address the unfunded RTI mandate.

The ultimate impact of the changes will take a few years to determine. However, without significant structural changes, it is difficult to see this “new BEP” adequately meeting the needs of Tennessee’s schools.

More on the BEP:

Bill Dunn Wrong

They Noticed

Clay County and the Broken BEP

Why is TN 40th?

About BEP 2.0

For more on education politics and policy in Tennessee, follow @TNEdReport

Bill Dunn Wrong

Yesterday, in his advocacy for HJR 493, legislation that would remove the Tennessee Constitution’s requirement that the General Assembly adequately fund schools, State Representative Bill Dunn suggested that increasing funding for schools across the state actually does not improve student outcomes. He cited the initial BEP investment, started in 1992 and said that from beginning to end, the program actually resulted in lower student achievement numbers.

This would be a great way to prove Dunn’s case that the General Assembly need not provide additional funds to schools in order to provide an adequate education.

It’s also not true.

Dunn cited ACT scores from the start of the BEP until 1998 and suggested they’d gone down slightly. What he failed to mention is that between 1995 and 1998, the number of students taking the ACT increased by 25%. That would seem to indicate that Rep. Kevin Dunlap was correct when he suggested that new BEP funds created new opportunities for students in rural districts. As the State of Tennessee noted in the 1998 State Report Card:

The ACT is one of three tests approved by the State Board of Education to fulfill the requirement in state law that all students take an exit exam to receive a full high school diploma. The total number of Tennessee graduates taking the ACT rose 25% during the first three years of this new requirement: from 32,628 in 1995 to 40,782 in 1998. Included among those tested were 14,284 who had not completed a college preparatory course of study. Even with these dramatic increases in the number and percentage of students tested, Tennessee’s students were able to narrow the gap between the state and national composite scores in 1998.

So, more students than ever were taking the ACT and by 1998, the state was turning around an initial decline in scores. That’s a different story than the one Bill Dunn told.

Another way to look at the data is to see what happened on the National Assessment of Educational Progress (NAEP) during the early BEP years. While reading scores from 1992 are not readily available, math scores are. Here’s the comparison:

4th Grade Math

1992         211

2000        220

8th Grade Math

1992        259

2000       263

These results show statistically significant improvements in math scores over the same time period the General Assembly was significantly improving investment in public schools. That is, what Bill Dunn said yesterday was just plain wrong.

Finally, it’s worth examining the ACT score differences among districts during the early BEP years. An examination of data beginning in 1991 (the year before BEP) and ending in 2001 (so as to provide 10 years of comparable data) indicates that the top scoring districts in the state on the ACT were also among the top spending districts. In fact, over those years, while not technically statistically significant, it can be said with 92% confidence that the difference in ACT scores among the highest- and lowest-performing districts is explained by per pupil expenditures. That is, the higher the spending, the more likely the district is to be among the state’s top performers on the ACT.

Additionally, during this same ten year time period, the gap between the highest and lowest scores among districts is clearly explained by the gap in per pupil expenditures among those districts. You spend more, you get better results. The impetus for all this spending was the new BEP formula that sent more money to all school systems. Those districts already at the top were most able to take advantage and boost ACT scores while those at the bottom saw an increase in the number of students taking the ACT, resulting in the statewide slight ACT decline Dunn references.

Investing in schools matters. Our state’s constitution requires the General Assembly to provide a system of free public schools, including providing adequate funding for those schools. Bill Dunn doesn’t think spending levels matter. The data suggests otherwise.

For more on education politics and policy in Tennessee, follow @TNEdReport

Creative Problem Solving

What happens when, despite your best efforts, local school systems sue your state claiming a lack of adequate funding? You get nervous is what happens. Especially when three previous lawsuits claiming your state has underfunded schools have been successful.

When a body like the Tennessee General Assembly faces a dilemma such as whether or not to make funding schools a top priority, they can either make a significant new investment in schools OR wait and see if the courts order them to make a significant new investment in schools. Historically, our General Assembly has waited and then taken corrective action by way of new investment only after courts have found that school funding is not adequate and/or equitable.

Now, however, lawmakers are taking a different approach. They are advancing amendments to the state constitution that would essentially eliminate the requirement that the General Assembly provide for a “system of free public schools” in Tennessee.

That’s creative problem solving. The state’s governing legal document binds the General Assembly in a way they don’t much like. So, just change it. Thus, you are now free to continue inadequately funding the state’s schools.

Former state Senator Roy Herron decried this effort on behalf of Tennessee School Systems for Equity. Here’s his take from a letter he submitted to legislators:

I write on behalf of the Tennessee School Systems for Equity, which includes most of Tennessee’s school districts. As your former colleague, I know something of how incredibly busy you are and so I will come right to the point.

This week you will consider a constitutional amendment that would strip your schools and students of constitutional protection for adequate funding.

There are two different proposed constitutional amendments that would deny Tennessee’s children any state constitutional right to adequate public schools. We believe that if either of these provisions were in Tennessee’s Constitution instead of our decades-old Article XI, Section 12, then our children effectively would have no state constitutional protection to ensure even minimally adequate public schools.

Some may tell you that the amendments would leave your school systems and your students with some constitutional protections. But these amendments would deem whatever funding any future legislature provided — or didn’t provide — to be adequate and constitutional. No matter how little.

The amendments would leave in the Constitution language that would provide the illusion, but remove the reality, of constitutional protection for public schools. If the proposed language were in the Constitution, school children would be doomed to whatever fate any future legislature decreed. And schools in your district could receive millions less in state funding, leading either to woefully inadequate schools or soaring property taxes or both.

It’s hard to imagine anything that would adversely impact our students — or Tennessee’s future — more than stripping our children of their constitutional right to adequate public schools.

HJR 493. A distinguished House colleague of yours, however, also has a constitutional amendment, House Joint Resolution 493. It is before your House Education Administration & Planning Subcommittee this Tuesday, March 1st at 3:00 p.m.

The able sponsor says that he only wants to remove any constitutional requirement for schools to be funded “adequately.” But without constitutional protection, a future legislature could say, for example, that each child gets to go to a free public school for a month a year. And that would be legally and literally true.

This proposed amendment would strip our children of any state constitutional protection to an adequate education. That is the respected sponsor’s stated intent and would be the legislative effect.

Let me respectfully submit for your consideration the following beliefs and concerns:

1. To destroy our state’s constitutional protection for adequate funding:

1.1 Endangers children in every county;

1.2 Endangers Tennessee’s future;

1.3 Leaves future legislatures and governors free to undo every good thing you and this legislature have done to educate our children and would allow them to do wrong by our children.

1.4 Would let future legislatures and governors decide that our children and grandchildren could go to inadequate schools.

2. It is not conservative to:

2.1 Strip citizens of constitutional protections;

2.2 Blindly trust government and future governments to do right;

2.3 Ignore decades of constitutional precedent and history;

2.4 Vote to amend our Constitution without carefully hearing from leading experts or at least the Attorney General;

2.5 Ignore Congressman Davy Crockett’s maxim, “First be sure you’re right; then go ahead.”

On behalf of more than 80 school systems all across Tennessee, I respectfully request that you not strip our children of their constitutional right to adequate schools.

For more on education politics and policy in Tennessee, follow @TNEdReport

TSBA Agenda

The Tennessee General Assembly begins its 2016 session today.

The Tennessee School Boards Association has released an agenda that includes opposition to vouchers and funding of items mentioned in prior BEP Review Committee reports.

Here it is:

TSBA firmly believes in the success of Tennessee’s public schools and the opportunities they have provided and continue to provide to children.  The association acknowledges the challenges that public schools face as well as the need for continued improvement, and its member boards of education are dedicated to reaching the goal of every child achieving his or her highest potential.  We believe we can help accomplish this goal by focusing our legislative efforts on the following areas:
Local Control of Schools   TSBA believes that local boards of education are the best equipped and informed to make decisions to address the needs and challenges of their local schools.  TSBA opposes any efforts to diminish or impede upon this local control.

Maintenance of Effort Penalties   TSBA believes that the responsibility and accountability for funding schools should be connected.  Rather than the state withholding BEP funds if a local budget is not timely adopted, TSBA supports legislative changes to shift the penalty to the funding body whereby the state would withhold local sales tax dollars.

Maintenance of Effort Requirements   TSBA supports legislative efforts to change the local responsibilities of funding bodies to ensure that they provide at least a 3% increase every three years.

Publicly Funded Vouchers   TSBA opposes any expansion of the special education voucher program as well as any new legislation that would divert money intended for public education to private schools.

Minimum Instructional Time   TSBA supports legislation to provide an option to school districts to meet instructional requirements through a minimum number of instructional days or a minimum number of instructional hours.

Fees for Inspection of Records   TSBA believes that the public’s ability to inspect records must be weighed with the burden on staff to comply with open records requests and supports legislation to allow for reasonable fees when LEAs must create numerous documents and/or expend several man hours in order to comply with a request for inspection.
BEP Recommendations and Priorities   TSBA urges Governor Haslam, the General Assembly, and the Department of Education to continue efforts to fund all of the recommendations and priorities of prior reports of the BEP Review Committee.
The Tennessee School Boards Association will actively support legislation relative to these and other issues as determined by its Resolutions and Position Statements.

For more on education politics and policy in Tennessee, follow @TNEdReport

Aspiring Toward Mediocrity

That’s what Senate Education Committee Chair Dolores Gresham had to say in terms of Tennessee’s education goals right after praising the state’s recent NAEP results.

Her remarks came at the beginning of a hearing her committee conducted on school choice earlier this week. They can be found just past the two minute mark in this video. 

What’s frustrating is that she then proceeded to spend hours conducting a hearing that was nothing short of a celebration of all the supposed benefits of school voucher schemes.

Here’s a quick summary of some key arguments against vouchers.

The bottom line is they are expensive, can be susceptible to fraud, reduce accountability, and most importantly do not improve student academic outcomes.

While Gresham continues to put forward school vouchers as a solution to at least get Tennessee to mediocrity, the state’s BEP Review Committee is busy telling legislators that all the funding woes of the past have been miraculously cleared up.

After hours of hearings, we are still no closer to a path to that mediocrity to which Gresham hopes our state can achieve. At least we now have a clear understanding of her expectations.

For more on education policy and politics in Tennessee, follow @TNEdReport

 

Ron Ramsey’s Coming to Get Your Pre-K and He’s Driving a Chevy Tahoe

Lt. Governor Ron Ramsey has earned his brand new Chevy Tahoe through smart choices and hard work, just ask him, as reported by Andrea Zelinski:

You know what, if they work hard and set their goals high, you decide tomorrow that I want to go back to college and and I’m going to make a proper sacrifice, when I hear stuff like, I do get a little upset. Nobody ever gave me a dime. When I was 21 years old, I knew what I wanted to do in life, I made my steps toward that. And yes, now I can afford to drive a Tahoe. The same people I went to high school with decided they didn’t want to go to college, they decided they wanted to go to Eastman. They decided they wanted to be off at 5 o’clock and go fishing. I didn’t. So yes, I made some choices in my life to where I can now afford a Tahoe and other people didn’t. Yes.

It’s all about smart choices, you see. And, since no one ever gave him a dime, why should anyone else get the chances Ron Ramsey had. Ramsey is among those who think that the state’s voluntary Pre-K program should be scaled back. The program is designed to provide Pre-K to children from families who qualify for free and reduced lunch. Families who maybe can’t afford a brand new Chevy Tahoe — no doubt, Ramsey would say that’s their own choice, of course.

Here’s what Ramsey had to say on Pre-K:

“I’ll leave it up to the governor: he’ll have to propose it. There’ll probably be bills in the Legislature to pull back,” Ramsey said. “Do I think we should pull back? We probably should start systematically pulling back on that. Education is a limited pot of money, a finite pot and any dollar you put into pre-K is a dollar you took away from K-12 education. I would like see it begin, absolutely. I don’t know what the amount would be.”

But then, since “no one ever gave (him) a dime,” why should the state be paying for programs that might help the children of those families get a leg up on school?

First, the idea that Pre-K is “not working” is simply not supported by the evidence (a recent Vanderbilt study and an earlier study by the Comptroller’s office). In fact, analysis of the results of those studies indicate that Pre-K yields two years of clear academic benefits for a one year investment in a child. That’s a pretty good ROI.

Second, Ron Ramsey is one of the most powerful men in Tennessee public policy. He presides over a Senate with 28 Republicans and rules it as forcefully as Jimmy Naifeh once controlled the House. So, when he says “education is a limited pot of money,” he’s a big reason why that pot is so limited. If he wanted to put more money into public education, he could certainly push through such an initiative, even over the Governor’s objection. The fact is, he hasn’t.

And, it’s not like Tennessee doesn’t have available funds. In the recently concluded fiscal year, we had over $600 million in surplus revenue. That’s money that could be used to expand the “finite pot” of education dollars that Ramsey and other legislative leaders have built for our schools.

Some school systems are even suggesting (by way of lawsuit) that the pot of money being provided to them is simply not adequate to meet the needs of their students. And of course, by continuing to let the problem fester, as Ramsey has, Tennessee taxpayers are suffering a sort of double taxation.

Anyway, Ron Ramsey has a cool new Chevy Tahoe. Which he earned. All by himself. 4-year-olds from low income families should just be more like Ron. They don’t need Pre-K, they just need more grit and determination.

For more on education politics and policy in Tennessee, follow @TNEdReport