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THE AMPLE SCHOOL FUNDING PROJECT

THE AMPLE SCHOOL FUNDING PROJECT. Washington Education Research Network Forum May 12, 2004. THE PROBLEMS. . . The state is not currently meeting its constitutional obligation to fully fund basic education.

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THE AMPLE SCHOOL FUNDING PROJECT

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  1. THE AMPLE SCHOOL FUNDING PROJECT Washington Education Research Network Forum May 12, 2004

  2. THE PROBLEMS. . . • The state is not currently meeting its constitutional obligation to fully fund basic education. • In addition, the state has added new performance standards without the necessary resources to accomplish them.

  3. 120% 113% First year of full state 112% funding of basic ed. 110% Start of HB 1209 Ed Reform 100% National Average Funding Per Pupil In Average Daily 94% Attendance From All Sources, 90% 80% 1959-60 1969-70 1979-80 1980-81 1985-86 1989-90 1990-91 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-2000 Source: US Dept. of Education, Digest of Education Statistics, Table 168, 2002. PER PUPIL EXPENDITURES Washington’s per pupil expenditures from all sources compared to national average, 1959-2000 National standing on K-12 per pupil support

  4. WASHINGTON STATE CONSTITUTION • Article IX, Section 1: “It is the paramount duty of the state to make ample provision for the education of all students…” (paramount: chief in importance; supreme; preeminent)* (ample: more than enough; enough to fulfill the needs or purpose)* * Webster’s New World Dictionary

  5. DORAN SCHOOL FUNDING CASES – FUNDING PRINCIPLES • Washington’s current finance system is a legislative response to three court decisions in interpreting the “paramount duty” clause of the state constitution. • The court decisions in 1977,1983 and 1988 described the state’s duty under Article IX, section 1 of the Washington State Constitution. These cases established the following principles of school funding: • Education is the “paramount duty” of the state and takes precedence over all other state financial obligations. • The Legislature must define basic educationand provide adequate funding for those programs.

  6. FUNDING PRINCIPLES (con’t.) • Programs considered basic education are: • Regular Apportionment • Vocational Education • Special Education • Most of Pupil Transportation • Transitional Bilingual Education • Learning Assistance • The funding formula is not “cast in concrete;” it is the continuing obligation of the Legislature to review the formula as the education system evolves and changes.

  7. K-12 Finance Studies Were Completed in 2002, 2003 & 2004 • The “Realities of Education Funding in Washington State” study showed the long-term decline in state support for public schools and increasing reliance on special levies. (League of Education Voters, December 2002) • The “What Will It Take” study identified a 31% gap in the funding needed for all students to achieve the State’s education reform standards. (Rainier Institute, March 2003) • The “Washington State School Finances: Does Every Child Count” documented worrisome funding gaps especially among our most needy school districts. (Washington State PTA, March 2004)

  8. Recent K-12 Finance Study Results and Requests For A State Finance Study Did Not Bear Fruit • Various recent studies made it evident that a number of problems exist with the current K-12 funding system. • The Governor, the OSPI and many legislators called for a state K-12 finance study in 2003. The 2003 Legislature chose not to fund a study. • In 2004 legislators were asked but did not support funding for a COMPREHENSIVE K-12 Finance Study. (OSPI’s 2004Supplemental Budget Request, & WASA, WSSDA,WEA.)

  9. Why Did WASA Undertake the Ample School Funding Project? Since the State has elected not to initiate a comprehensive funding study, the Washington Association of School Administrators has begun a two phase project to: • Substantiate that current state funding levels are inadequate to fund Basic Education as required, and • Continue and initiate studies to establish what additional resources are needed to reach the state’s new performance standards.

  10. PROJECT TASKS  • Hired a consultant to coordinate and perform the first phase of the project. • Created a technical analysis advisory panel consisting of a core group of experienced fiscal and policy analysts committed to assisting the project.  • Create an oversight committee for the Project with members to be appointed from WASA’s K-12 Finance Study Workgroups and other associations.

  11. PROJECT TASKS (cont.)  • Established an Ample School Funding Project Web site (www.wasa-oly.org/asfp.htm) to share results of the studies. • Build a Larger Constituency Group to work together as much as possible - WSLFA, AWSP, WSPTA, WSSDA, WEA, SBE,WASC, WSASCD, etc. - ESDs and OSPI - Regions (i.e. Puget Sound’s SAVE Project) - Local School Districts.

  12. THE PROCESS Prepare analysis of the adequacy of funding in each of the current basic education programs based on the decisions made in School Funding I, II, and III and Legislative responses. Identify funding and formula changes needed to meet today’s Basic Education requirements. Calculate a GAP analysis based on Washington State’s new standards and goals. Propose remedies and solutions to the current system to provide ample funds to schools in an equitable manner.

  13. CURRENT PROJECT STATUS • A draft Pupil Transportation Study is available on our website documenting problems with the state’s funding formula and resulting underfunding in a large number of school districts. • A draft paper is underway on the Special Education Program. Early indications are that the state is requiring the use of special excess levies to fund this program, something specifically prohibited by various school funding decisions. • The next paper will address the main Basic Education program, Apportionment. We expect a draft to be available by July or August.

  14. EXPECTED USES OF FIRST PHASE OF PROJECT • As information is gathered it will be shared with legislators, other associations and school districts. • It may be used to solve one program at a time, or may become part of a comprehensive solution. • It may increase funding in different ways as part of a larger solution.

  15. May-Dec. 2004 Transportation In-depth 3 district summary Formula adjustment process Finish paper Special Education Complete research Finish paper Apportionment Complete research NERC Survey Formula Adjustment Process Finish Paper Outreach/Collaboration PROJECT TIMELINE

  16. WHY WE CAN’T WAIT

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