Category Archives: AMPS

No CEO Left Behind: A Teacher’s Fantasy

From Myriam Miedzian, posted on the Huffington Post (hat tip to Schools Matter)

Excerpt:

No mayor or other government official would ever dream of recruiting school teachers to help fix America’s corporations. But if corporate executives can be called upon to turn around our schools, then why not call upon teachers to turn around our corporations? Let’s dream on…

Teachers’ recommendations, based on their school experience, for turning around corporate America:

Sharing: No teacher on cafeteria patrol would allow a child to grab a bag full of chocolate chip cookies leaving other children to have to take a few nibbles off the leftovers.
Recommendation: CEO’s must learn to better share their corporations’ revenue with hardworking employees. It’s not fair for a CEO to be making $15 million a year while his hard working employees have to moonlight to make ends meet.

Cleaning Up: Whether it’s bussing your tray in the cafeteria, or cleaning up your desk at the end of the school day; kids are taught to clean up after themselves. No one else–teachers or classmates–will do it for them.
Recommendation: CEO’s must be held responsible for the messes they make. No more putting up with companies polluting our air, land, and rivers (like Welsh’s General Electric dumping PCB’s into the Hudson river), and then trying to make taxpayers pay for cleanup.

Bullying: Some schools now have programs to help teachers deal with bullies who boss children around, humiliate them, force them off slides or swings they want to take over, and generally make life miserable for their schoolmates. Teachers with anti-bullying training would be particularly well equipped to deal with corporations that specialize in hostile takeovers
Recommendation: Corporations must stop forcing themselves on other corporations which do not want to merge with them. (What part of “no” do they not understand?); and they must stop humiliating and making life miserable for the numerous employees they invariably fire when they take over.

Favoritism: Every teacher knows that systematically favoring one group of children–white over black? girls over boys? – and giving them better grades for the same work is a big no-no.
Recommendation: The practice of favoring white males over others, and paying them more for the same work must stop. Salaries must be made public within corporations so that favoritism can be eliminated.

Gifts and Teacher’s Pets: Because some parents try to get better grades or other favors from teachers by giving them expensive Christmas gifts, some schools have banned all gifts. Schools do not stand either for a teacher giving the child of a friend or a relative who happens to be in her class undeserved better grades. No “teachers’ pets” is a basic educational rule.
Recommendation: Our government must ban corporations from giving big gifts to politicians in order to win favors. It’s just not right that because HMO’s and pharmaceutical corporations shower politicians with such gifts, Americans don’t have the universal health insurance and affordable medication that people in other countries like us have. It’s also not fair for corporations to be “government pets,” and get billion dollar contracts just because they have a friend in the White House.

Conclusion
: If CEO’s want to help improve our schools, they need to clean up their own act first. For starters, they should stop hogging taxpayer dollars through corporate subsidies and stop setting up off shore corporate headquarters to avoid paying their fair share of taxes. Some of those billions in tax dollars could then be used to pay teachers enough to attract the best and the brightest to the profession.

Thomas J. Mertz

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When Race Matters

As Susan Troller recently explored, the demographics of MMSD continue to move toward more minorities and more poverty (the story was quite good and the comments are worth a look too). This essay from the Teacher’s College Record by Sean P. Corcoran & Jennifer Booher-Jennings of New York University offers a nice overview of research that demonstrates the continued salience of race in the quest for equity or equality of educational opportunity — particularly in reference to teacher “quality” — in the wake of the recent Supreme Court decision.

Excerpt:

The Court’s decision to ban the use of race in school assignment may only serve to exacerbate the unequal distribution of teachers across schools. Through teachers’ “preference for home,” the nation’s residentially segregated communities are already mirrored in the segregation of teachers and teaching talent across schools. Where racially isolated schools serve as a deterrent to new teachers, any decision that further isolates minority students in individual schools will only accelerate the loss of talented teachers from high-minority schools. In integrated schools, children of color benefit from a cadre of higher-caliber teachers they simply would not have access to were their schools racially segregated

Thomas J. Mertz

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John Smart on the State Budget

I’ve had the pleasure of working with John on Wisconsin Allaince for Excellent Schools matters. He get’s it right.

Thomas J. Mertz

“The Department of Public Instruction (DPI) set Friday, Sept. 28 as the deadline for getting a final 2007-09 state budget through the state Legislature in order for the department to have time to run the complicated equalization aid calculation and inform districts of their 2007-08 aid by Oct. 15 as required by statute. If the Legislature fails to meet that deadline, the DPI will have little choice but to use the 2006-07 equalization aid numbers.”

The preceding is from today’s email to members from the Wisconsin Association of School Boards, and points up the serious problem that we’re facing in our schools due to the legislature’s utter failure to responsibly deal with our state’s budget.

Today I also attended a meeting in Mosinee of the new steering committee for the Wisconsin Alliance for Excellent Schools, followed later by a joint meeting of the school boards of Park Falls and Butternut, which are negotiating a possible consolidation. Whenever the subject of the legislature and the budget came up, and believe me, it came up, it was met with hoots of derision!

The following is my most recent commentary from THE-BEE, for your edification.

John Smart

Commentary by John Smart
The Budget
THE-BEE, Phillips WI
Opinion Column
Last updated: Thursday, September 06th, 2007 09:03:09 AM

Definition: A budget is a description of a financial plan. It is a list of estimates of revenues to and expenditures by an agent for a stated period of time.

We all have budgets. Most of us don’t write them down, but we know how much income we have and how much we can spend in order to not go into debt – too far, anyway. We plan for necessities like food, shelter and basic health care, and then determine what else we might be able to afford — like maybe a vacation trip or a new boat. And, if we do go into debt, to buy a house or a vehicle or whatever, we plan how we’re going to pay that debt off.

Governments have budgets, too. In Wisconsin, as in most states, we have a biennial budget, a plan for two years, which means that every two years the governor proposes and the legislature disposes, often essentially writing their own version.

But the governor of Wisconsin has a very powerful veto option, which allows him [or her] to alter the budget by deleting and/or rearranging language, so the budget can change again in the governor’s approval phase. [Many politicians noisily disapprove of this powerful veto option — usually the ones who are not in power!]

Also, in most states and the federal government, the budget must be passed in a timely manner or the government simply grinds to a halt. In Wisconsin, however, we have a provision that allows the government to just continue on, following the old budget, while deliberations continue. And that’s what’s happening now.

Gov. Jim Doyle presented his version of the budget to the Legislature in February, and the Joint Finance Committee of the Senate and the Assembly held public hearings and private deliberations and eventually passed their version in June. They sent that budget to the full Senate and Assembly for passage. The new budget for 2007 through 2009 was supposed to be passed by July 1st — but it wasn’t.

As of now, Wisconsin is the only state in the nation that does not have a budget. [Illinois and California passed theirs recently, leaving us all alone.] We are becoming a national joke.

The State Senate passed its version of the budget, built on the governor’s and the Joint Finance Committee’s proposals, and adding their own ideas. But then, the Assembly sailed off on its own course, passing a very different budget indeed. These two budgets have almost nothing in common. They seem to have come from two different states!

So, they formed another committee to somehow blend these two into one workable budget that can then be passed by both bodies and returned to Gov. Doyle, who will work his own magic on it. One good point for us, up here in the Northwoods, is that two of our own, Senators Russ Decker [D-Weston] and Bob Jauch [D-Poplar], serve on this committee. For a change, we won’t be dictated to by the more populous parts of the state!

But — in the meanwhile — our local schools and our great state university can’t finalize their own budgets because they don’t know what the state budget will eventually allow them. The same uncertainty is true for municipalities and other state entities.

Assembly Republicans have suggested appropriations that would negatively impact our local school districts, that would starve the UW Law School into oblivion, that would cut state funding for the UW Extension, seriously affecting our excellent public radio and television services as well as other Extension programs like 4H.

Healthy Wisconsin, the health care reform plan proposed by Senate Democrats, is under intense debate, with groups like Wisconsin Manufacturers and Commerce [against] and Citizen Action of Wisconsin [in favor] battling it out in competing public meetings around the state. This traveling circus includes a giant statue of a pig, bought and paid for by an out-of-state, right-leaning organization called Americans for Prosperity, that is carted around the state to protest what they see as gross expenditures.

A Town Hall Meeting on Healthy Wisconsin will be held on Sept. 17 at the Taylor County Community Center on the fairgrounds in Medford starting at 6:00 p.m.. The special guest will be State Senator Kathleen Vinehout [D-Alma], one of the authors of the Healthy Wisconsin plan. Please come and learn more about the plan.

Environmentalists are alarmed that the Assembly Republicans want to slash the state’s Knowles-Nelson Stewardship Fund, which buys up forest land that is being sold off, primarily by large timber interests, in order to preserve such land for recreational use by future generations.

The Legislature’s Republicans are digging in their heels, however, and tell their constituencies that they are just trying to keep from raising taxes. But, of course, they tried to get sales tax relief for people who deal in gold bullion — doubtless a huge number of needy Wisconsinites. They also removed the governor’s proposed tax increases on cigarettes and the big oil companies.

Wherever you stand on these issues, there is a reality here that should be addressed: the Democrats hold the upper hand. We have a Democratic governor and State Senate. Republicans control the Assembly, but only by a three vote margin. The budget will probably go the Democrats’ way no matter how long they drag it out.

Clearly the Republican strategy is to talk loudly about cutting taxes and programs, which will appeal to their own conservative constituency. Perhaps this is a good long-term political plan, but it does little to advance the state’s immediate needs.

Do we really want to abolish the UW Law School or public broadcasting? Do we really want sales tax relief for gold bullion investors and big oil companies? Don’t we really want good schools and health care for those who need it — and a workable budget in place?

Remember, the fiscal year started on July 1st.

John Smart lives in Park Falls, is a member of the Wisconsin Governor’s Commission on the United Nations, the UN Association of the USA and Citizens for Global Solutions. He was a Peace Corps volunteer in Uzbekistan from 1995 through 1998, serves on the Park Falls Board of Education and chairs the Democratic Party of Price County.

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Two Legged Stool

The Wisconsin school finance “system” is often called a “three legged stool,” with the legs being 2/3 funding from state revenues (1/3 from local and federal sources), the QEO to limit teacher contract costs and the revenue caps to limit local property taxes (note that this is mostly about tax issues and not about education).

The Legislative Fiscal Bureau just released an analysis that shows 43.8% of the districts in Wisconsin receive less than 65% of their revenues from the state.

Two legged stools are designed to fail. So is our school finance system.

Thomas J. Mertz

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Charter Problems in Oshkosh and Appleton

$600,000 of federal funding for charter schools that the Appleton district was counting on and $150,000 of funding for Oshkosh is in jeapardy.

At issue is the degree of autonomy the charters enjoy. In order to receive the monies, the schools must give the federal authorities “proof showing that the charter schools have autonomy in such areas as curriculum, budgeting and governance.” In Wisconsin, charter schools are legally “instrumentalities” of their school districts, an arrangement that may make it impossible to meet the federal requirements.

Barb Herzog of the Oshkosh district explains the predicament:

Barb Herzog, executive director of administration for the Oshkosh school district, said while all three schools already have their own governing board, the district doesn’t have an interest in making charter schools totally independent of the school board because there aren’t funds to do that.

Herzog said if the charter schools were to become totally independent they would have to become responsible for staffing, building, insurance and other costs on their own.

“Even though the charter grants are substantial, it still wouldn’t be enough money to do that,” Herzog said. “They rely on support from the district.”

Never count your chickens until they hatch; never count your federal money till the check is cashed.

Thomas J. Mertz

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Quote (paraphrase) of the Day

From State Superintendent Elizabeth Burmaster’s “back to school” interview (more here).

One thing the superintendent says schools need as soon as possible is a state budget. School districts have a sense of apprehension she says because they don’t know if allocated state aid will meet growing operational costs.

Thomas J. Mertz

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We are Not Alone #15

One of the things about school budgeting in Madison (and Wisconsin) that is not well understood is that the “budget” passed by the Board of Education in the Spring or Summer is at best a compilation of educated guesses. The headline from this story on the Onalaska district says it all:

Onalaska school budget set … sort of

The maneuvers with the MMSD budget this Spring confused many, partially because it wasn’t obvious how much guess work was involved (the fact that in order to “balance the budget” administrators and Board members bandy about numbers like $2746.34 as if they were real exacerbates this confusion). Here is a partial list of items that were projections or guesses this Spring in Madison:

  • How many students in the district
  • Where these students would be
  • The terms of the teacher contract
  • The terms of the educational assistant contract (unsettled for over a year and still pending)
  • The level of allowed revenues per student under the revenue caps
  • The definition of state categorical aids
  • The amount of state categorical aids
  • Private and governmental grants
  • The costs of utilities
  • Under these circumstances it is understandable that the district can and must “find money” for many unanticipated expenditures as the year goes forward and the Board and/or administration revisits decisions and projections. These kind of “changes” only appear problematic because few grasp how contingent and tentative the “budget” is.

    MMSD has historically produced budget projections within 1% of the actual total expenditures (they are rightly proud of this), but individual budget lines vary greatly from the projections (I did some random checking some months ago and found multiple variances of 15% or more). Even the 1% in a budget of nearly $340 million is $3.4 million.

    Usually by this time of year (even in year when the state biennial budget is passed) some of the pieces begin to fall into place. This year the political dickering over the state budget has left much unsettled as the school year begins. Back to Onalaska:

    One problem with the budget is no one knows where the money will come from or how much local property taxpayers will have to cough up for the year. That is because the Wisconsin Legislature has not come up with its own budget and set the amount it will give to local school districts. The state pays approximately two-thirds of the school budget.

    “There are numbers on the page but we won’t know the big numbers until October,” said Larry Dalton, the district’s finance director. He predicted a local tax levy of about $11.2 million, which would mean a higher levy than last year but a much lower tax rate for taxpayers. Dalton said the rapidly rising equalized valuation in the school district — now more than $1.6 billion — means the tax rate will be 2.2 percent lower than last year.

    If the state comes through with about the same proportion of costs as it did last year, Onalaska taxpayers would have another historic low in the local tax rates for schools at about $7.26 per thousand in property value.

    This last line points to another area of confusion, one I intend to explore at greater length in another post. For now I just want to emphasize that often in Madison and elsewhere, school districts both reduce their mill rate (level of taxation) and increase their spending (due primarily to a growing tax base).

    Thomas J. Mertz

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    Filed under AMPS, Budget, Local News, School Finance, We Are Not Alone

    Teaching to the Test

    Sherman Dorn has a good post on the new Phi Delta Kappa/Gallup Poll of public attitudes towards public education.

    Excerpt:

    My nomination for most significant result is from Table 14, asked of those who agreed in a prior question that “standardized tests encourage teachers to ‘teach to the test,’ that is, concentrate on teaching their students to pass the tests rather than teaching the subject.” The majorities answering yes to that first question (in Table 13) haven’t changed much between 2003 (when 68% of public-school parents and 64% of adults without children in school said yes, standardized testing encouraged teaching to the test) and 2007 (with 75% and 66% of each group saying testing encouraged teaching to the test).

    While a clear majority has always seen testing as encouraging teaching to the test, American adults have changed their mind on whether that is good or not. In 2003, 40% of surveyed parents with children in public schools thought that teaching to the test was a good thing. This fits in well with arguments by David Labaree, Jennifer Hochschild, and Nathan Scovronick that a good part of the appeal of public schooling is to serve private purposes, giving children a leg up in a competitive environment. In that context, it makes enormous sense to value teaching to the test, since many parents understand how college admissions tests are related to access to selective institutions and scholarships. While 58% of public-school parents thought that teaching to the test was a bad idea in 2003, a sizable minority thought it was just fine.

    That opinion has changed, dramatically. In the 2007 poll, only 17% of public-school parents thought that teaching to the test was a good thing. Fewer than one-half of one percent had no opinion, and 83% of public-school parents thought that teaching to the test is a bad thing. Adults who did not have children in school also have changed their minds, with 22% of those surveyed this year thinking that teaching to the test is a good thing.

    Despite these findings, I don’t see an end to the obsession with standardized test data as the measure of districts, schools, teachers and students in the near future and this means that those who teach and learn “to the test” will continue to be praised and the discussion of what we want from our schools will continue to begin and end with test scores.

    As always, The National Center for Fair & Open Testing has much to offer on testing in American education.

    Thomas J. Mertz

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    Where is the Outrage? Where is the Anger?

    From Marjorie Passman (excerpted in the Capitol Times, full version below).

    Where is the Outrage? Where is the Anger?

    Has anyone noticed the education budget proposed by the State Assembly? If so, where is the outrage, where is the anger?

    Because of the Republican promoted revenue controls on school districts, Madison schools have been compelled to reduce services by roughly 60 million dollars over the past dozen years. For the first time they have increased class size in elementary schools; the opposite of what should be occurring to promote increasing quality education, and next year’s budget cuts will reach into every curricular and extra-curricular area – there is nothing that will be left untouched. So how does our State Assembly plan to help? It proposes to fund our schools at $1200 less per student than the national average. Wisconsin should be THE leader in public education, not less than average. Our children deserve better.

    According to the Wisconsin’s Department of Administration, rough estimates of revenue limit reductions under the Assembly 2007-09 Budget Plan seem to indicate that MMSD will be reduced by $4,932,419, and we will lose 66 teachers as a result. In fact, all school districts will suffer. Ashland’s total revenue loss is $444,902 with 6 fewer teachers, the Green Bay area will see a $4,008,270 loss with 54 fewer teachers, and Chippewa Falls will be down $966,865 so 13 teachers will have to be released.

    Lest parents think that they can move out of Madison to nearby school districts, think again. The combined losses of the McFarland, Middleton-Cross Plains, Monona Grove, Oregon, Sun Prairie and Verona School Districts comes to a whopping 5 million dollars with a corresponding decrease of 59 teachers. There is nowhere to run.

    And don’t fall for the claim that more money is actually going into education. More money may be going into the general fund for tax property relief but it is not earmarked for education. We all know by now that such undirected spending never finds its way into our children’s classrooms.

    No longer can anyone claim that our state spends big bucks on education, that government spending must be brought under control by slashing taxes. It is certainly time to bury these old misconceptions, and to end this stubborn impasse on educational spending. The new school year is upon us. Shouldn’t the citizens of our state know what their school budgets will be before classes begin?

    Our children deserve better than this political nonsense.

    Marjorie Passman

    There is a lot of outrage in our house, and from groups like, Take Back the Assembly. Now we just have to keep spreading the outrage!

    Thomas J. Mertz

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    The Teacher Voice in Data-Driven Accountability

    From Randi Weingarten (President of the United Federation of Teachers, NY), via EdWonk.

    Excerpt:

    We hear a lot these days about what I call “3-D reform,”—data-driven decision making and about using tests to improve teaching and learning. Sadly, in this respect, too often, testing has replaced instruction; data has replaced professional judgment; compliance has replaced excellence; and so-called leadership has replaced teacher professionalism.

    What is really happening is that more than ever there is this industrial techno-centric view of teachers as interchangeable cogs in an education enterprise. This approach rewards their compliance above their creativity, and results in the denigration of teachers and disregard for their contributions to learning.

    Consequently, and with good reason, teachers often say they feel they are the targets and not the agents of reform. Their “wisdom of practice” and real world experience with children is discounted or disregarded in policy-making deliberations and decision making.

    Teachers’ voices must be an integral part of the conversation; they are on the ground, they know what works, they know what kids need to succeed, and we must attend to their experiences, suggestions and requests.

    When faced with dilemmas of public education, the route of “least resistance” and, I might add, of least effectiveness, is the “teacher proof” road. Rather than invest in teachers, and capitalize on their knowledge, policymakers and administrators attempt to create systems that they hope will obviate the need for excellent teachers. They attempt to substitute cook book curricula, step-by-step instructional practices, computer-based instruction and bubble-in testing, instead of rich, student-centered teaching and learning.

    Read the full post.

    I’ve long counseled “data guided” policy and practice and agree with most of what Ms Weingarten has to say.

    Thomas J. Mertz

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