This is going to be a confusing year because Congress still hasn’t finalized last year’s spending plan, for fiscal year 2018, which started on Oct. 1 and generally impacts the 2018-19 school year. Congress recently passed legislation extending funding for all programs at fiscal year 2017 levels.
Trump’s newest proposal, though, will lay out his administration’s asks for fiscal year 2019, or the 2019-20 school year for most programs.
In announcing a budget plan that included more money for Pennsylvania schools, Gov. Tom Wolf this week trumpeted the growth in state education spending during his tenure.
“The first thing I did when I got to Harrisburg was to draw a line in the sand on education,” Wolf told lawmakers during Tuesday’s budget address, as he declared that investments in schools were paying off.
But the tide of expenses continues to wash over that line, school officials say.
“Districts are still pretty much just treading water,” said Mark DiRocco, executive director of the Pennsylvania Association of School Administrators, citing increasing costs for pensions, special education, and charter-school payments.
If Wolf’s plan for next year is enacted, it will increase the state’s main pot of money for schools to nearly $6.1 billion, an increase of just under 10 percent since he took office in 2015…
School districts: Interested in having your local, state, and federal funding follow children, so that kids with greater need have more money attached to them? Now’s your chance.
The U.S. Department of Education is officially opening up the “Weighted Student Funding Pilot” in the Every Student Succeeds Act. The department can allow up to 50 districts to participate initially, and ESSA leaves open the possibility of opening that up to more districts down the line.
So what’s the weighted student funding pilot? Participating districts can combine federal, state, and local dollars into a single funding stream tied to individual students. English-language learners, kids in poverty, students in special education—who cost more to educate—would carry with them more money than other students. Some districts, including Denver, are already using this type of formula with state and local dollars.
U.S. Secretary of Education Betsy DeVos is pretty excited about the pilot.
“This is a great opportunity for local district leaders to put students first,” she said in a statement. “Instead of relying on complex federal rules to allocate funds, local leaders can use this flexibility to match funds—local, State or Federal—to the needs of students.”
Read the full story here: May require an Education Week subscription.
Nearly 20 percent of the country’s students are enrolled in rural schools, yet are not provided the same focus in national policy or research as students in urban and suburban school districts. “Out of the Loop,” a new report from the National School Boards Association’s (NSBA), Center for Public Education (CPE), finds that poverty, isolation and inequities are exacerbated for rural students by the lack of attention to the unique needs of this considerable student population.
While not equally distributed across the country, CPE’s analysis notes, approximately one-half of school districts, one-third of schools, and one-fifth of all students in the United States are in rural areas. Inadequate funding, lower literacy rates, and less access to advanced courses such as AP and STEM classes impact rural students’ achievement, creating significant barriers to their success.
“The unfortunate reality is that there are academic and digital disparities in rural districts and students’ access to robust opportunities therefore can vary widely,” said NSBA Executive Director and CEO Thomas J. Gentzel. “Policymakers have a real opportunity to help level the playing field for rural students, however it’s going to require thoughtful solutions that are tailored to the unique conditions of specific communities.”
In its study of rural students CPE found that:
Child poverty runs higher in rural counties. Approximately 64 percent of rural counties experience high child poverty rates, compared to 47 percent of urban counties. Further, rural children are more likely to experience extreme and generational poverty.
Access to rigorous and advanced coursework is limited. Rural schools on average offer half as many advanced math courses as their urban counterparts.
Although rural students are more likely to obtain a high school diploma than urban students, they are significantly less likely to attend college or earn a degree.
CPE also points out significant hurdles faced by rural districts and schools:
Hiring and retaining qualified educators is particularly difficult, especially in STEM positions.
Inadequate funding is a constant challenge. Funding is typically tied to the size of the student population, creating severe operational challenges for districts with smaller student pools. Also, transportation costs can be extensive in counties where students need to be bused long distances.
Internet access and virtual learning are a challenge as both rural students and their schools contend with slow or no internet connectivity.
“Rural schools face many of the same challenges as their urban counterparts – high poverty and inadequate resources among them,” said Patte Barth, Director of the Center for Public Education. “Yet as our report shows, the proposed solutions for metropolitan settings, such as school choice and extended time in school, don’t necessarily serve the unique circumstances of less-populated communities. Clearly, the nation needs a specific focus on policies and practices that will improve outcomes for the one-fifth of its children who attend rural schools.”
“Every student deserves the opportunity to receive an education that prepares them for future success, whether they live in an urban, suburban, or rural community,” said Gentzel. “This means recognizing the unique challenges facing rural districts and confronting them head on with actions aligned with the research.”
Schools from all three counties have earned honors for their students’ academic achievements.
The Delaware Department of Education today named 15 schools 2017 Recognition Schools, two of which also were designated as National Title I Distinguished Schools. Each school will receive an $8,000 award. Funding for the awards comes from the state’s School Improvement funds. Additionally, there are four Schools of Continued Excellence that were honored as Recognition Schools last year and had outstanding performance again this year. These schools are not eligible for a financial award again until 2018.
“I congratulate the students, educators and families whose hard work and support led to these achievements,” Secretary of Education Susan Bunting said. “These school communities have provided educational programs and created school cultures that allow students to thrive. We must learn from what is working well in these buildings and replicate these successes across our state.”
National Title I Distinguished School awards are presented by the National Association of State Title I Directors. Recognition School awards were created by legislation passed by the Delaware General Assembly in 2009. The awards are given (a) to schools whose students are performing at an exceptionally high level, particularly those schools with large percentages of students coming from low-income households and (b) to schools that have succeeded in closing the achievement gap for students such as low-income students, students from minority groups and students with disabilities.
The winning schools have discretion in deciding how to spend their award money to benefit their students and school as a whole. As in years past, each school will appoint a committee (with administration, teacher, support staff and parent representation) to determine how the award will be used.
Two of the schools are National Title I Distinguished School awardees chosen for exceptional performance. National Title I Distinguished Schools are Title I schools that met national criteria and have not been Title I Distinguished school awardees in the past two years.
Recognition Schools are chosen for exceptional performance and/or closing the achievement gap.
Schools that have received state awards during 2016 and continue to qualify for Reward or Recognition School distinction in 2017 are named Schools of Continued Excellence to recognize their sustained accomplishments. They will be eligible for funds again next year if they meet the Reward or Recognition School qualifications.
The 2017 winners are below:
National Distinguished Title I Schools and Recognition Schools
Allen Frear Elementary School, Caesar Rodney School District
South Dover Elementary School, Capital School District
Recognition Schools
H. O. Brittingham Elementary School, Cape Henlopen School District
Brookside Elementary School, Christina School District
Forwood Elementary School, Brandywine School District
Georgetown Elementary School, Indian River School District
Georgetown Middle School, Indian River School District
William B. Keene Elementary School, Christina School District
Lake Forest Central Elementary, Lake Forest School District
Lake Forest South Elementary, Lake Forest School District
Maple Lane Elementary School, Brandywine School District
Mispillion Elementary School, Milford School District
North Smyrna Elementary School, Smyrna School District
Positive Outcomes Charter School, Camden
Selbyville Middle School, Indian River School District
Schools of Continued Excellence
W. Reily Brown Elementary School, Caesar Rodney School District
Lake Forest East Elementary, Lake Forest School District
Lake Forest North Elementary, Lake Forest School District
Jennie E. Smith Elementary School, Christina School District
I’ve now been doing the Education Week RHSU Edu-Scholar Public Influence Rankings for about a decade, striving to recognize scholars who do academically significant research while also contributing to the public square. After all, I’ve long argued that on an issue like education, our impassioned public debates benefit when scholars take the time to engage. Of course, encouraging this kind of activity always runs the risk of introducing perverse incentives.
As I’ve written each year for most of the past decade, I have addressed two common questions while unveiling the rankings: Can somebody game this rubric? And are you concerned that this exercise will encourage academics to chase publicity?
In years past, I’ve dismissed these worries, noting that if scholars were motivated to write more relevant articles, pen more popular books, or communicate more accessibly, that would be great. And, while there’s obviously a point where communication turns into sleazy self-promotion, most academics were so far from that point that I wasn’t unduly concerned…
Read the full article here: May require an Education Week subscription.
In this special collection of Commentary essays, Frederick M. Hess and four education scholars discuss the pros and cons for academics who want to wade into public debate.
The Hawai‘i State Department of Education (HIDOE) continues to try and use local agriculture in student meals through its ‘Aina Pono Harvest of the Month program, which kicked off last year with locally grown beef. This month, HIDOE and the Lieutenant Governor’s Office have partnered up with the Hawai‘i Department of Agriculture (HDOA) and various local farms across the state to serve fresh bananas at all public schools.
“We’re highlighting locally grown bananas by serving either a fresh Banana Pie or Banana Crumble one day in January at every school cafeteria,” said administrator for School Food Services Branch Albert Scales. “By introducing a produce that is locally grown in Hawai‘i to our students each month, we hope to expand their palates and allow them to try new foods that they might not have been exposed to at home.”
Scales said serving the bananas in a dessert would make it more appealing for students. “Instead of serving raw bananas that students can peel and eat, we wanted to be creative,” he said. “Part of introducing new foods to children is making it fun for them. If the new food looks interesting, they’re more inclined to try it.”
While HIDOE is changing the way food is purchased, prepared and delivered, the ‘Aina Pono Harvest of the Month program is also a great opportunity for Hawaii’s agriculture community.
“This new program that was developed under the Farm to School Initiative continues to cultivate the partnership with our schools, farmers and ranchers,” said Scott Enright, chairperson of the Hawai‘i Board of Agriculture. “It also connects students with the farming community, allowing them to experience the taste and freshness of what Hawai‘i has to offer.”
Approximately 34,000 lbs. of bananas are being provided by several local farms, including Sugarland Growers Inc. and ‘Ohana Banana Farms, to name a few.
“We’re excited to be working with the Department of Education on incorporating more fresh, local produce for Hawaii’s public school students,” said owner of Sugarland Growers Larry Jefts.
Jefts said purchasing local foods from our food safety certified farms on each island also helps to support and strengthen Hawai‘i’s economy.
“Buying local creates important economic opportunities and supports our community’s growth and sustainability,” said Jefts. “The money that is spent on locally grown foods is reinvested with other local businesses and services across the state. There are numerous benefits as a result of this coming full circle.”
The Farm to School Initiative started in 2015, and was led by Lt. Gov. Shan Tsutsui. The program was created to increase locally grown food in student meals through a partnership with Lt. Gov. Tsutsui, HIDOE, the Department of Agriculture and The Kohala Center. Today, the Farm to School Initiative is included under ‘Aina Pono, which also incorporates school gardens, nutrition, health and food education, test kitchens, meal programs and menu planning at Hawai‘i’s public schools.
Disability advocates hailed the U.S. Department of Education’s finding that Texas for years put roadblocks in the path of children who potentially qualified for special education—a clear violation of the Individuals with Disabilities Education Act.
“It shows that they are willing to stand up when a state is clearly not doing what’s right,” said Robbi Cooper, a leader of the parent advocacy group Decoding Dyslexia Texas and the mother of a son with dyslexia. “Now let’s just hope that we can get the policies right.”
The Jan. 11 monitoring report from the office of special education services—the first to be issued under the leadership of U.S. Secretary of Education Betsy DeVos—outlines a series of IDEA violations by the state.
In conversations with Texas parents and educators, federal officials heard conflicting reports about how children with dyslexia should be screened and served. Children who struggled in school were shifted to response-to-intervention programs that were supposed to meet their needs, but, once there, some languished for years, the monitoring report said…
Read the full article here: May require an Education Week subscription.
As most readers know, I live in Texas. My elected representatives are quite conservative on issues related to federal involvement in education.
Their point of view is grounded in the U.S. Constitution, which places control over education firmly in the hands of states. It also finds expression in the bipartisan Every Student Succeeds Act (ESSA), which reversed what many saw as the No Child Left Behind Act’s efforts to assert federal control over everything in K-12 education, from school accountability measures to definitions of highly qualified teachers.
However, elected representatives on both sides of the aisle recognize that the federal government can and should help improve K-12 education by providing funding to ensure that all students receive an appropriate education.
Title IIA, a program that supports educator recruitment, training, mentoring, and induction via poverty-weighted formula grants, represents one serious effort by the federal government to ensure that every student has access to well-trained teachers every day. All of us at Learning Forward believe that Title IIA’s annual investment in teachers is vital, and we are working hard to make sure that Congress and the Administration understand this program’s value and support funding it adequately. From my perspective, proposals to deeply cut or eliminate Title IIA, which Congress is currently mulling, would be devastating.
Read the full article here: May require an Education Week subscription.
Parents of students at Kamehameha Schools Bishop Estate (KSBE) students received an email from Vice President of Education Dr. Holoua Stender, notifying them of new graduation requirements that would begin with the class of 2022.
A new set of unified high school graduation requirements for all three campuses was recently approved by the Kamehameha Schools Board of Trustees. These new requirements will enable Kamehameha Schools students across the three campuses to have access to comparable and consistent educational experiences, founded on the achievement of the E Ola. Learner Outcomes which will assist each student to grow toward realizing his/her full potential as good and industrious global citizens and servant leaders.
“I am sincerely grateful to nā Poʻo Kumu (principals) and nā Poʻo Kula (headmasters) from Hawai‘i, Kapālama and Maui for their incredible work in creating our first-ever set of Kamehameha Schools graduation requirements beginning with the class of 2022,” said Education Vice President Dr. Holoua Stender.
The new graduation requirements will begin with next year’s incoming freshmen class (2022). Students in the classes of 2021, 2020 and 2019 will continue to follow the requirements set forth prior to the new tri-campus graduation requirements.
The new requirements are categorized into three areas:
Nā Papa ‘Ikoi (core courses)
Nā Papa Mauli (electives)
Nā Mauli Hiwa (non-credit courses).
*Language requirement includes two years of Hawaiian language (Hawaiian 1 and Hawaiian 2). Students who pass a tri-campus proficiency test for Hawaiian 1 may earn placement in Hawaiian 2. Students who pass a tri-campus proficiency test for Hawaiian 2 may earn placement in Hawaiian 3. Students who attain proficiency in Hawaiian 2 via assessment, or by completing the Hawaiian 2 course, may choose to enroll in Hawaiian, or another language (e.g., Japanese, Spanish, etc.) and complete at least two years of their selected language to fulfill the language requirement.
As a part of Nā Papa ‘Ikoi and Nā Papa Mauli, students will earn 26 core and elective credits. In addition, all students will be required to take two years of ‘ōlelo Hawai‘i (Hawaiian language).
Stender stated:
“This emphasis on ʻōlelo Hawaiʻi conveys Kamehameha’s commitment to cultivating a strong Hawaiian identity, which we believe provides a competitive advantage for our haumāna and graduates.
For the Nā Mauli Hiwa requirement, students will participate in school-based activities which foster character development, cultural identity, college and career readiness, safety, health and well-being, and servant leadership. A notable component in this new educational experience is a culminating senior capstone project demonstrating how E Ola! Learner Outcomes become embodied in student-centered, personalized projects which enable haumāna to become local and global leaders, who are culturally engaged and play significant roles in creating strong ʻohana and communities throughout ka pae ʻāina o Hawai`i and beyond.
The approved requirements align Kamehameha to other independent schools, while also acknowledging emerging trends in college acceptance requirements. As haumāna explore their options for college and career, they will be confident knowing that Kamehameha Schools has prepared them with rigorous and relevant courses of study. Haumāna wil be equipped with skills, knowledge and values through our Hawaiian culture-based program of study which will prepare them with a unique growth mindset for learning and leadership in the complex global society of today.
Our kumu, administrators and operations staff continue to put their hearts and souls into creating wonderful and enriching educational experiences for your keiki. As always, I am grateful for their dedication to our haumāna and to all of you, for fulfilling the sacred mission that Ke Ali‘i Pauahi set forth for us 130 years ago.
Our campus staff will continue to discuss and review these new graduation requirements among their colleagues, department heads, and campus leaders, and will work diligently to prepare our haumāna as we take this important step forward.
More information will be forthcoming about the Hawaiian language proficiency assessment for incoming freshmen and their senior capstone project. This information will be sent out by your student’s campus. The new requirements and frequently asked questions are available online if you would like to see more. If you have other questions about the new requirements, please call your son’s/daughter’s counselor or the high school principal’s office.”
President Donald Trump is expected to release his latest federal spending wish list on Monday. And the U.S. Department of Education may not fare well.
Nearly 20 percent of the country’s students are enrolled in rural schools, yet are not provided the same focus in national policy or research as students in urban and suburban school districts. “Out of the Loop,” a new report from the National School Boards Association’s (NSBA), Center for Public Education (CPE), finds that poverty, isolation and inequities are exacerbated for rural students by the lack of attention to the unique needs of this considerable student population.
