Increased Education Spending in Federal Budget

by the American Association of Educators

This week President Obama outlined the federal budget at a middle school in Baltimore. While he discussed the scope of the entire federal budget, education was a major focus. Obama called for increased spending for education programs despite the call for cuts from congressional Republicans.

If approved, federal spending for public schools will increase, and the maximum federal Pell grant will remain constant at $5,550 per college student. Obama's education proposal asks for $77.4 billion, a 4 percent increase from the 2010 budget.

The cornerstone of the spending centers around the Race to the Top campaign that last year gave $4 billion worth of stimulus funding to various states for enacting school reforms. The 2012 budget proposal includes $900 million for Race to the Top, which the administration says would be awarded this time not to states but to school districts.

The administration's education proposal also includes $600 million for School Turnaround Grants, a $54 million increase above 2010 levels. The turnaround program, which the Department of Education hopes will finance overalls of thousands of the country's poor performing schools, was also financed with billions in economic stimulus money.

Another program that will see increased funding under the proposed budget is Title I, which channels money to school districts to help them educate disadvantaged children, would receive $14.8 billion, an increase of $300 million over 2010.

The proposed spending comes on the heels of recent education rhetoric, culminating at the State of the Union with a call to increase our "investment" in education. Obama has pushed to take advantage of this "Sputnik moment" to increase our college graduation rate and renew our commitment to the STEM subjects to ensure American success in a changing global economy.

Obama and his administration are experiencing significant push-back from congressional Republicans who warn that we cannot afford to increase spending for any department.

Among the many cuts proposed, is a $1.1 billion cut from the Head Start program, which, according to estimates by the National Head Start Association, would eliminate services for children and eliminate positions within the Head Start organization.

Three Approaches to School Improvement: Will Any Work?

This is the second in a series of articles focusing on nationwide school reform ideas.  Please reply with your thoughts and ideas on the articles and recommendations for improving education at the Southwest Learning Center.

By Rick DuFour

It seems to me that there are three competing approaches to school improvement in the United States today that are based on very different assumptions.

1. We’re okay; they are not okay.

     This approach operates from the assumption that educators are doing a superlative job and need not consider making any substantive changes either to their professional practice or the structure and culture of their schools. The problems lie elsewhere. Society must solve the cycle of poverty. State governments need to pass more enlightened educational policies and provide more funding. Parents need to become more involved in the education of their children. Students need to become more responsible.

     The logic behind this approach is that the traditional practices of schooling continue to suffice despite the fact that the purposes of schooling have changed dramatically. Schools in the United States were not created to ensure all students learn: they were specifically created to give students the opportunity to attend school where they are sorted and selected according to their perceived aptitude, ability, work ethic, and likely occupation. The fact that the majority of students dropped out of the K–12 system throughout most of the 20th century was not a concern because there were ample opportunities for employment at a decent wage in agriculture and manufacturing. Clearly this situation no longer exists. Yet, despite the fact that we have dropped from 1st in the world in high school graduation rates to 21st out of 27 advanced economies and from 1st to 14th in college graduation rates, some educators continue to insist that there is no need for them to change. This is a perfectly logical approach to school improvement only if one assumes that educators bear absolutely no responsibility for the current conditions of schooling and no obligation to improve those conditions.

2. Sticks and carrots

     The assumption driving this approach is that educators have known how to help students learn at higher levels, but have lacked the motivation to put forth the effort necessary to attain these higher levels of achievement. If this assumption is correct, the solution to the problems of education can be solved by creating sufficient penalties and incentives to elicit the required effort. Thus, No Child Left Behind offered vouchers and charter schools to apply more competitive pressure to public schools. The law also established 37 different ways for schools to fail and threatened increasingly punitive sanctions, including closing schools and revoking the jobs of teachers and principals in those schools. Although those threats have failed to raise student achievement, they continue but are now coupled with financial incentives. Race to the Top (or as I prefer, “Dash for the Cash”) funds are now available for schools and districts that create improvement plans that align with federal guidelines. Merit pay incentives are to be offered to individual teachers to spur them to greater effort. These are perfectly logical strategies if it is true that educators have always had the ability to improve their schools but have been too lethargic to do so.

3. School improvement means people improvement.

     The assumption behind this approach is that educators have lacked the collective capacity to promote learning for all students in the existing structures and cultures of the systems in which they work. This strategy recognizes that the quality of a school cannot exceed the quality of its personnel, and so it deliberately sets out to create the conditions that ensure the adults in the building are part of a job-embedded continuous improvement process that results in their ongoing learning. Educators are asked to work collaboratively so they can learn from one another and support one another. They are asked to check for student learning on a ongoing basis, use the evidence of that learning to inform and improve their professional practice, and create a plan of intervention that guarantees students who struggle will be provided additional time and support for learning in a way that is timely, directive, and systematic. Above all, they are asked to work interdependently and to take collective responsibility for the learning of each student.

      The first approach contends educators have no responsibility for either the current state of public education or the effort to improve it. The second approach views educators as the cause of the problems of educators and sets out to coerce and cajole them into better performance. The third approach assumes that educators are working hard and doing the best they can in the flawed systems in which they work; however, if that system is to be improved, educators themselves will play the major role in doing so.

      Which assumptions and approaches seem most likely to improve schools? Which are driving the improvement efforts in your school?

School Improvement: A counter-narrative

This is the first in a series of blogs looking at ideas for school improvement. We invite readers to compare the ideas presented with the practices utilized at the Southwest Learning Center.

By: Derek Wenmoth

I spent last week on the West Coast with my two youngest children, introducing them to the joys of the outdoors and a bit of tramping in a part of the world that I once lived and taught. On the way in to Karamea we stopped off at the last school at which I was principal – Granity School, located right on the beach front about 30km north of Westport.

When I took on the principal role at this school it was in serious need of attention. Due to a combination of unfortunate circumstances that included a significant change in the social infrastructure of the district and having had four principals in the year before I took over, the school was in poor shape. In addition to the evidence of student under-achievement, the buildings were also in a grave state of disrepair. It was quite a challenge, but together with the staff I had in the school and the support of the community, we did manage to make a significant difference for the youngsters attending that school. We did this through a range of strategies, including raising the level of community participation, strengthening channels of communication with parents, investing in property development to create a more inspiring learning environment, and by committing to a school-wide process of professional development to address specific areas of need.

My reason for reflecting on this is that I read this morning about new book based on 15 years of data on public elementary schools in Chicago. While many of the current approaches to school improvement focus on things like ‘quality outcomes’, ‘standards’ and ‘effectiveness’, the researchers in this report identify five tried-and-true ingredients that work, in combination with one another, to spur success in urban schools. Based on a series of studies drawn from the database that the consortium has built up over the years, the five ingredients they identified are:

• Strong leadership, in the sense that principals are “strategic, focused on instruction, and inclusive of others in their work”;
• A welcoming attitude toward parents, and formation of connections with the community;
• Development of professional capacity, which refers to the quality of the teaching staff, teachers’ belief that schools can change, and participation in good professional development and collaborative work;
• A learning climate that is safe, welcoming, stimulating, and nurturing to all students; and
• Strong instructional guidance and materials.

It’s worth reading the review of the book, as it identifies the context within which these schools were studied as having similarities with what we’ve experienced in NZ over the past 20 years where move decision-making power was moved to schools. The key point the authors appear to be making is that success comes through attending to the combination of factors listed above – and that the inter-connectedness of these things at a system level means that improvement cannot be achieved through a single issue focus.

For me it’s a very useful list, and one that we’d do well to read and reflect on, and seek to incorporate its messages into policy development for the next 20 years of schooling in NZ! Perhaps in that way we can take a more holistic look at what our schools are about, working from the bottom up where appropriate, intervening with some ‘top-down’ support where required, and promoting greater, purposeful and strategically organized, collaboration among and between schools.

What can we learn from standardized testing?

Albert Einstein once said, “Not everything that counts can be measured, and not everything that can be measured counts.” This statement is very true when it comes to measuring success in public education. There is almost no greater catalyst in debates over education than the role of standardized testing. In the United States, success on standardized testing is used to determine school achievement, is linked to high school graduation and college acceptance, and in some communities can even determine property value. Some lawmakers have proposed that teacher pay should be linked to test results as well.

Although standardized testing does have limitations, using standard tests as a tool to determine whether or not students are getting the basic building blocks of a good education makes sense. While some would argue that a generic test is no substitute for looking at the overall academic accomplishments of a student, standardized tests give educators and leaders a picture of whether students are learning fundamental skills they will need to succeed as future members of the workforce and society.

There are two main types of standardized tests. Norm-referenced tests compare students to one another. The most well-known norm-referenced test is the Scholastic Aptitude Test, or the SAT. Criterion-referenced tests measure how well students perform relative to set standards. Criterion-referenced tests are most commonly used across the United States to determine success in K-12 education. The standardized tests developed individually by states in accordance with the “No Child Left Behind Act” are examples of criterion-referenced testing.

Standardized testing has been relied on across the world for centuries. Standardized testing was first seen in ancient China where tests were given to anyone seeking employment in government. By World War I, the United States was using standardized tests to assign jobs to Army servicemen. Standardized tests don’t tell educators everything about the kind of education students are receiving, but they do give insight on how schools are doing with the basics.

Each year in New Mexico, students are given the New Mexico Standards Based Assessment (SBA). This assessment tests students on material that makes the basic framework of what they should learn in their grade-level. As announced yesterday, Southwest Secondary Learning Center seventh graders and Southwest Primary Learning Center 4th and 5th graders received recognition for their extremely high test scores and year-over-year gains on the SBA. Although the Southwest Learning Centers recognize that the SBA can’t measure a student’s attributes like creativity, sense of humor, social skills, emotional maturity, or positive attitude, we hold that the SBAs give valuable information on student progress in core subject areas.

The information gathered from the New Mexico SBA results for the 2009-2010 school year shows that the Southwest Learning Centers’ innovative methods are successful. The Southwest Learning Centers clearly provide a superior education to students without the achievement gap seen at most other schools. While the Standards Based Assessment does not measure everything that counts in education, the recent results show the Southwest Learning Centers to be a continued model for success.

Furthermore, when policymakers, community leaders, and parents use these results to make decisions regarding their child’s education – the tests are important. And, if this is the standard that we have chosen to measure schools by, then it is also the standard by which schools that achieve this standard should be celebrated! Congratulations to the students and teachers at the Southwest Learning Center – you have achieved what very few have, and you deserve all the accolades that accompany this accomplishment!

SLC Students Honored by the State of New Mexico

On Monday, the Math and Science Bureau at the New Mexico Public Education Department released their annual awards for the top achieving schools and teachers in New Mexico.  For the 5th consecutive year, the Southwest Learning Center captured many top honors.

In Southwest Secondary, last year's 7th grade students (current 8th graders) had the highest year-over-year gains in the state.  Congratulations to teacher Mike Weber and all of the SSLC 8th grade students for this accomplishment.

In Southwest Primary, last year's 5th graders (current 6th graders) had the highest percentage of students performing at "proficient" or "advanced" in mathematics in the state.  Congratulations to teacher Coreen Carrillo and all of the current 6th graders!

Also in Southwest Primary, last year's 4th graders (current 5th graders) had the highest percentage of students performing at "proficient" or "advanced" in both mathematics and science in the state.  Congratulations to teacher Debbie Doxtator and all of this year's 5th grade students.  We want to issue a special congratulations to teacher Debbie Doxtator.  2011 marks the 5th consecutive year that her students have earned the top spot in math and science for the state of New Mexico!

Congratulations to all of the students and all of the teachers!  The state legislature plans a one-hour ceremony  in honor of SLC students and teachers on Friday, March 11, 2011 at 12:00 noon in the State Capitol Building Rotunda.  Students and teachers will meet their legislators, the school's representatives and have an opportunity to talk about what makes SLC special.  Please plan to attend and support the students and SLC teachers as they are honored for their accomplishments!

Social Promotion: A well-meaning but flawed policy

This is the second in a four part series analyzing Governor Martinez's plan to reform New Mexico's educational system - from the perspective of practicioners. 

     Social promotion, the practice of keeping students with their peer group even if their academic achievement doesn’t warrant passing to the next grade, is a well-meaning but flawed policy. Social promotion strives to preserve the self-esteem of failing students at the expense of their education. It is clear that we aren’t doing our students any favors by passing them to the next grade completely unprepared, yet policies to end social promotion must also be accompanied by the recognition that it will take much effort and many resources to help those students who do not meet standards. Failing to take responsibility for the education of all children in our society, including failure to provide opportunity to underachieving students, holds grave consequences. With this outlook, Governor Susana Martinez proposes to end social promotion in New Mexico classrooms and help struggling students make academic gains.

      During her campaign Governor Martinez spoke out on social promotion: “When doing anything substantive or meaningful in life, the foundation one puts in place is critical to long term success…every year in the classroom – from pre-kindergarten through high school – builds on learned subject matter and experiences.” It is clear that passing students from grade to grade regardless of their achievement undermines education as a whole by stripping these students of the opportunity to create a solid base for their future. According to the US Department of Education, “More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative. Research indicates that from 10 to 15 percent of young adults who graduate from high school and have not gone further--up to 340,000 high school graduates each year--cannot balance a checkbook or write a letter to a credit card company to explain an error on a bill.”

     The Southwest Learning Centers do not practice social promotion and have long advocatd for teh elimination of social promotion throughout New Mexico's schools. For example, the Southwest Secondary Learning Center high school curriculum does not allow a student to move forward until they have mastered a concept. Each lesson in the curriculum includes an in-depth lecture, a vocabulary assignment, and a homework assignment. Students must complete the assignments and lecture successfully before attempting to take a short assessment on the topic. A student must earn a grade of 70% - 80% to pass the topic.  Otherwise, instruction and additional practice is assigned by the teacher to insure the student has mastered the concept and not just accumulated seat time for the purpose of meeting an arbitrary, state-assigned goal. If a student is not able to pass the assessment, they receive individualized, one-on-one help from an instructor. After completing extra homework or reviewing the lecture, the quiz can be attempted again, usually with much more success. This approach to learning helps students who would normally fall behind. This approach also works very well for students that are normally bored in a traditional classroom setting. Very motivated, high-achieving students are able to work at their own pace and get extra explanation and help as needed. Students who would normally fall behind are able to get the extra attention and assistance required to move to grade-level or ahead.

     We invite your comments and suggestions. 

Increasing Accountability in Schools

There are four key elements to Governor Susana Martinez’s proposed “Kids First, New Mexico Wins” education reform plan. Governor Martinez wants to increase accountability of NM schools by giving schools letter grades, send more money to the classrooms, end social promotion, and reward teachers based on performance. The next blog posts will focus on these four areas individually and discuss the positive effects this reform plan can have on education in New Mexico.

Increasing Accountability

Creating accountability in public education is a very complex task. The blame for the failures of the current school system cannot be placed on any one policymaker or education provider. Building accountability is also made difficult because of the problems with defining and measuring school outcomes.

There is no question that accountability is weak in the traditional school system. The RAND (Research and Development) Corporation has completed studies on the lack of accountability in the public education. Inadequate information, confusing roles in the educational bureaucracy and weak incentives all lead to the irresponsibility seen in education.

First, many of the “clients” of public education (parents, families, the community) have insufficient information about the performance of schools. New Mexico Secretary of Education Hanna Skandera writes, “Currently, New Mexico schools receive confusing, opaque labels, like ‘School Not Making Adequate Yearly Progress by 1, 2, or 3 Indicators.’” These ratings do not give a clear picture of a given school’s success.

Secondly, even if education clients have accurate, transparent information about a school’s performance, they often find it difficult to find out who is responsible for what, how to complain, or whom to complain. Navigating through the public education bureaucracy is at times so difficult that many concerned parents give up.

Lastly, a lack of strong motivational incentives has led to the current low accountability standards. A report from the United States Agency for International Development states, “In a competitive, private market, failure to meet client demand translates into bankruptcy – or at least a declining market share.” This is similar to New Mexico's charter schools - either perform or face closure.  The same should be true for New Mexico's traditional schools as well!  The report goes on to share that in Chile, managers from the public sector face criminal charges if they misuse funds. They compare these strong incentives to the American educational arena, “Teachers and principals almost never lose their employment as a result of students’ poor test performance.”

Governor Martinez’s plan to improve accountability in New Mexico’s public education system would address these current problems. She recommends an easy-to-understand “A-F” grading system for schools. Secretary of Education Skandera has this to say about the proposed system: “For the first time, parents, teachers, school and community leaders will have a clear understanding of whether or not students are learning.” Also in the Governor’s plan, schools earning an “A” grade, or schools showing improvement by moving up a letter grade, will receive recognition funds, while schools that don’t make the grade will receive more attention. By intervening in failing schools faster and giving struggling students and parents more options, accountability will improve greatly.

The changes Governor Martinez wants to implement have been successful in other states. For example, Florida’s former Governor, Jeb Bush, signed an education reform package in 1999 that included increased accountability through grading schools. Currently the effects of the push for more accountability in Florida are seen. Almost 75% of elementary students are reading at their grade level or above their grade level. The graduation rate for the state is 15% higher than in the year 2000 and Florida has been recognized by the Department of Education for making progress in closing the achievement gap.

Although the path to more accountability for the public education system will not be an easy one, implementing Governor Martinez’s proposals will lead to a better education for New Mexico’s students. With the clear lack of accountability in the current system, it is clear that the status quo needs to change. As Secretary of Education Skandera states, “Now, it is time to create a robust accountability system in New Mexico.”

The staff at the Southwest Learning Center expects to be held accountable by the students, parents, and comunity that have chosen SLC for their child's education.  We are committed to hiring the best staff, providing the best facilities, and employing the best communication strategies available to keep parents informed.  We believe that this will lead to improved student learning for all kids.  As always, we invite recommendations and responses to our innovative ideas for transforming education.

A New Paradigm for Education

"The definition of insanity is doing the same thing over and over again and expecting different results."
—Albert Einstein

With all the discussion about New Mexico’s educational standing compared to the United States’ and the world’s standing, one would believe the powers that be would be seeking and embracing changes and solutions that could radically improve New Mexico’s public schools.  Einstein may not have been talking about the century-old educational model still operating in most of New Mexico’s school districts and serving as a guide for many state policies and regulations, but he certainly could have been.

Southwest Secondary Learning Center (SSLC) bases student progress and advancement on the concept of mastery of learning/content as opposed to the traditional measurement of seat time or the Carnegie Unit.  The vast majority of schools throughout the nation measure student advancement on the model developed by the State of Massachusetts in 1906 by the Carnegie Foundation for the Advancement of Teaching for the purpose of establishing a retirement fund for elderly college professors.  The Carnegie Unit was created in order to establish a common teaching standard among various Massachusetts institutions of higher learning to determine professor’s eligibility to receive benefits from Carnegie’s $10 million endowment.  In order to keep students in high schools and from prematurely entering college and to provide colleges with uniform admissions standards, the Carnegie Unit (or credit) developed into the measurement tool for secondary schools nationwide.  The standard “unit” was further refined and defined by the amount of time spent in school for a year, week, day or class period or more simply put “seat time.”  This definition of a high school education as “time served” remains firmly entrenched in New Mexico’s schools.  Graduation, attendance, truancy, school calendars and many other state mandated requirements are all based on this antiquated measure of student achievement.  Southwest Secondary Learning Center, a state chartered charter school, is required to adhere to many state mandated requirements that inhibit moving education into the 21^st century. 

The SSLC founders acted on their belief that students’ advancement should be based on content mastery and not on “seat time” in front of a teacher.  The SSLC model uses computers as tools for instruction and teaches individual learners at the specific moment that the instruction is needed.  This model of teaching individual students instead of classes or periods should be embraced as an alternative to the traditional school paradigm that most New Mexico students and families have no choice but to accept.  SSLC students’ achievement and advancement is not constrained by the traditional classroom model; 4 walls, 35 desks and a “sage on stage.”  Students’ progress through the course outline is based on content mastery and demonstrated proficiency instead of teachers’ lesson plans.  Instruction is one-on-one and remediation is immediate, a rarity in the traditional classroom.  Students’ opportunity to self-direct their education and their parents’ ability to set individual proficiency standards and monitor progress on line is a model that should be examined by all who wish their children to reach their full potential.  Many critics of the education establishment contend that simply spending more money on the same century-old model will not improve education for New Mexico students.  To continue on the same path is truly insane.

U.S. Science Scores Drop: SLC Students Continue to Outperform Nation

 “In a world filled with the products of scientific inquiry, scientific literacy has become a necessity for everyone. Everyone needs to use scientific information to make choices that arise every day. Everyone needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology.”

 -  The National Committee on Science Education Standards

Although Education Leaders in the United States see the importance of solid science instruction as a part of education, the results of a national exam, released Tuesday, are alarming. The test scores showed that a disturbingly low number of students have advanced skills that could lead to careers in science and technology. Only one percent of fourth and 12^th grade students and two percent of eight grade students scored in the highest group on the 2009 National Assessment of Educational Progress. Less than half of U.S. students were considered proficient in science.

These results are only the tip of the iceberg when it comes to the lack of scientific literacy in the United States. According to a 2010 science education report, “U.S. mathematics and science education between kindergarten and 12^th grade now ranks 48^th worldwide.” The study also showed that almost half of U.S. adults don’t know how long it takes the Earth to circle the sun. In 2010, China debuted at the top of International Education rankings. China has now replaced the U.S. as the world’s top high-technology exporter.

“Scientific literacy also is of increasing importance in the workplace. More and more jobs demand advanced skills, requiring that people be able to learn, reason, think creatively, make decisions, and solve problems. An understanding of science and the processes of science contributes in an essential way to these skills.”

 - The National Research Council

Since achievement scores for students in the U.S. have stagnated, employers are now forced to seek qualified workers elsewhere. Charles Vest, the head of the National Academy of Engineering, stated, “We have to have a well-educated workforce to create opportunities for young people. Otherwise, we don’t have a chance.” U.S. Secretary of Education Arne Duncan makes the connection between science education and the nation’s economic future clear: “Americans need to wake up to this educational reality, instead of napping at the wheel while emerging competitors prepare their students for economic leadership."  If we continue to allow ineffective science education, our nation will be at the mercy of other world powers that are able to successfully prepare students for the future in a scientifically advanced world.

“The problems that exist in the world today cannot be solved by the level of thinking that created them.”

- Albert Einstein

Amidst all of the negative news about America’s school system, the Southwest Learning Centers stand out as schools that are successfully educating students in science. Last year’s test scores showed that students in the Southwest Learning Centers are far ahead of their peers. Both the fourth and fifth grade classes at Southwest Primary Learning Center scored 100% proficient in science and the sixth grade class was 85% proficient. Seventh grade students in Southwest Intermediate Learning Center earned a 95% proficient rating in science and Southwest Secondary Learning Center’s 11^th graders were 90% proficient in science. When compared to the less than 50% national average, it is clear that the Southwest Learning Centers are effective in science education and understand the importance of scientific literacy. The Southwest Learning Centers strive to show students the practical applications of science in everyday life and for future careers. For example, the flight program offered at the schools shows students the relevance of science in a tangible way. Educators, law-makers, and leaders need to look to the innovative methods of successful schools, such as the Southwest Learning Centers, to find creative ways to improve science education in the United States. Secretary of Education Arne Duncan sums it up: “Our nation’s long-term economic prosperity depends on providing a world class education to all students, especially in mathematics and science.”

Charter School Options Limited Due to Parental Demand

Options for school choice in New Mexico are often more limited than they appear on paper. Although school choice does exist through charter schools and small scholarship programs such as Educate New Mexico, most New Mexican students are unable to take advantage of attending high-performing schools. Most of the State’s top-performing charter schools have long waiting lists. For example, the Southwest Primary, Southwest Intermediate, and Southwest Secondary Learning Centers have a waiting list that exceeds 3,600 students and is growing every day. The Southwest Primary Learning Center averages test scores that are 50% higher than APS and other State schools. At Southwest Intermediate Learning Center, test scores are 40%-50% higher than State and APS scores. Southwest Secondary Learning Center boasts scores that are an average of 30% higher than APS and the State. These three high-achieving schools as well as other charter schools in the state are more successful than their public counterparts.

Successful schools are in high demand for New Mexican students due to the failures of the traditional system. Governor Susana Martinez frames the debate over school choice well: “I have long said it is morally reprehensible to trap kids in failing schools.”  Yet, chances for families to take advantage of school choice in New Mexico are about to get slimmer. If passed, House Bill 120, introduced by Representative Mimi Stewart, will put an end to new charter schools in New Mexico from now until January 1, 2017. With a ranking of 32nd in the nation for education, this bill comes at a time when New Mexico’s families desperately need school choice. Daniel Ulibarri, Executive Director of Educate New Mexico, says, “Not only can New Mexico's children not wait another eight years or more for the schools to improve, but our economy needs — now more than ever — a competent, highly-educated work force and schools that will attract entrepreneurs from across the globe.”

Lawmakers in Santa Fe need to come to the realization that educational reform will not come through limiting options for education in New Mexico. School choice provides competition, which should create a competitive market for students. If enough students opt to attend quality charter schools, the existing public schools system will be forced to modify their approach, or cease to exist. Stanford Economics professor, Caroline M. Hoxby, has conducted extensive research on the economics of school choice and competition in the arena of education. She argues “…when we allowed competition in other areas of American life, say, deregulated some industries, we’ve seen enormous improvements in efficiencies, which in schools, means more achievement.” She goes on to say, “…public schools will be able to improve, especially in response to competition.” This positive competition can only occur if there are enough viable options.

New Mexico Secretary of Education, Hanna Skandera, puts it well: “If school choice is given a fair chance, its success or failure should be determined by results. If successful, all students – those that stay and those that leave the traditional public school system – would be better off, academically and otherwise.” School choice has not been given a fair chance in New Mexico and will not be given a fair chance if House Bill 120 is enacted. Placing a moratorium on all new charter schools for any amount of time will hinder the progress that can be made in educational reform, at a time when transformation of the traditional system is imperative.

President Obama: Capping Charter Schools Contrary to Improving Education

"...That leads me to the fourth part of America’s education strategy – promoting innovation and excellence in America’s schools. One of the places where much of that innovation occurs is in our most effective charter schools... Right now, there are caps on how many charter schools are allowed in some states, no matter how well they are preparing our students. That isn’t good for our children, our economy, or our country. Of course, any expansion of charter schools must not result in the spread of mediocrity, but in the advancement of excellence. That will require states adopting both a rigorous selection and review process to ensure that a charter school’s autonomy is coupled with greater accountability – as well as a strategy, like the one in Chicago, to close charter schools that are not working. Provided this greater accountability, I call on states to reform their charter rules, and lift caps on the number of allowable charter schools, wherever such caps are in place."

President Barack Obama
March 10, 2009

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Twenty-six states and the District of Columbia have some type of limit, or cap, on charter school growth. Most caps restrict the number of charter schools allowed, while others restrict the number of students that a single school can serve.

Caps on charter schools are often the consequence of political trade-offs, and not the result of agreement on sound education policy. For example, frequently policy-makers, concerned about how charter schools may affect an established school district, will mandate restrictions on the number of public charter schools in that specific district.

But the demand for charter schools shows no signs of letting up. An estimated 365,000 students are on charter school wait lists. This is enough to fill over 1,100 new average-sized charter schools. More than half of all charter schools across the country report they have a wait list, with the problem particularly acute in Pennsylvania (27,000), Colorado (25,000), Massachusetts (16,000), New York (12,000), New Mexico (10,000), and Illinois (10,000).  If this demand is to be met, states must reform or eliminate their caps on charter schools, while continuing to utilize appropriate measures ensuring that new charter schools are of high quality.

Unfortunately, New Mexico has chosen to go a different direction.  On Friday, January 21, 2011, Representative Mimi Stewart introduced House Bill 120.  This bill specifically reads, “a chartering authority shall not accept an application for a new charter school or approve a new charter school between January 1, 2011 and January 1, 2017.”

If enacted, this bill will eliminate school choice in New Mexico.  The bill has been supported by the New Mexico School Boards Association, New Mexico Administrators Association, the Legislative Education Study Committee (co-chaired by Representative Rick Miera and Senator Cynthia Nava), and the Board of Education for the Albuquerque Public Schools.

New Mexico Charter Schools: A Model for Success

Charter schools were created with the idea that one size does not fit all when it comes to education. Inspired and passionate educators wanted to have the ability to make quality education accessible to all students, promote parent and community involvement in public education, and provide a system of responsibility for results in education. Charter schools are granted more autonomy than traditional district schools in exchange for being held more accountable for student achievement. Many skeptics question whether charter schools are really succeeding and would even go so far as to say they should be closed. A look at the facts shows that New Mexico’s charter schools are raising the bar for academic success, providing unique educational opportunities, and innovatively meeting the needs of diverse students and their families.

            New Mexico’s charter schools are academically successful. The National Center for Education Statistics and the U.S Department of Education rated New Mexico’s top ten high schools; five of the ten were charter schools. Southwest Secondary Learning Center, Albuquerque Institute of Math and Science, Academy for Technology and the Classics, East Mountain High School, and Cottonwood Classical Academy made the top of the list. For the year 2010, 50% of New Mexico’s Charter Schools made Adequate Yearly Progress compared to only 41% of district schools. Charter schools are challenging the traditional public school system, achieving great things, and offering parents and families choices in education.

            Exciting and creative educational opportunities are the norm at charter schools in New Mexico. In addition to providing the required academic classes, many charter schools offer creative and engaging programs to students. For example, Southwest Learning Center offers a state of the art flight program which allows students to work towards obtaining a pilot’s license while earning a diploma. The Digital Arts and Technology Academy offers a smoking cessation program which provides resources and support to students trying to break free of their addiction. At Amy Biehl Charter School, students must complete a year-long community service project in order to fulfill all requirements for graduation. Due to the flexible scheduling introduced and offered by charter schools, many students are able to take advantage of dual enrollment programs to earn college credits. 11.6% of all charter high school students participate in the dual enrollment program at Central New Mexico Community College while only 3.1% of Albuquerque Public School Students participate. At Southwest Secondary Learning Center the dual enrollment participation rate is 41%. Charter schools inarguably cater to students’ individual goals and needs with unique and innovative programs.

            New Mexico’s charter schools provide a quality education to some of the most underserved and underprivileged students in the state. Charter schools help these disadvantaged students succeed where the conventional system has failed. Over 45% of students in charter schools are Hispanic compared to the 36% average in many larger New Mexico districts. Most districts have an African American population of less than 2% while charter schools serve a 6% population of African Americans. 61% of students served by New Mexico’s charter schools come from low-income families and qualify for free or reduced lunch programs; only 52% of low-income students are part of the traditional district student population. Because of the smaller class sizes (charter school student teacher ratios are an average of 10 students per teacher while large districts average 25 students per teacher) the engaging opportunities, and the individualized attention these students receive, New Mexico’s charter schools are closing the achievement gap. Because charter school administrations are allowed more flexibility, they are better able to respond to the specific needs of students and families.

            Because of the success of New Mexico’s charter schools, they are becoming an increasingly popular choice for parents and students. Over 10,000 students are enrolled in charter schools across the state and over 10,000 more sit on waiting lists. (The Southwest Learning Centers have a waiting list of over 3,600 students.) Charter schools offer New Mexico’s families options for a quality education that meets students’ individual needs. Charter school students are able to learn in an environment that promotes their academic success and prepares them for their future as successful, responsible citizens of New Mexico. The facts show that charter schools are succeeding academically, consistently advancing education through models of innovation, and are effectively meeting the needs of the students and families of New Mexico.

LFC Downplaying Disaster

The following section was taken from the Legislative Finance Committee report Program Evaluation of New Mexico Charter Schools dated 7/23/10, Report # 10-09.

Despite charter schools’ position that they are dependent on the small school size adjustment, it is not clear that the purpose of size adjustments in the funding formula is to act as a subsidy for the diseconomies of scale that the small school site charter school education programs produce. There has been tacit recognition of these diseconomies; three out of the 16 charter schools LFC staff visited (La Luz Del Monte, La Resolana and Ralph J. Bunche Academy) are sharing facilities with one or more other charter schools that also receive small school size adjustment. Charter schools are envisioned as smaller school sites by choice, and are often located in urban areas where traditional public schools have available space. The purpose of the Charter Schools Act (Section 22-8B-1 NMSA 1978) is “to enable individual schools to structure their educational curriculum to encourage the use of different and innovative teaching methods that are based on reliable research and effective practices or have been replicated successfully in schools with diverse characteristics,” which to a reasonable person could be interpreted as a special program.

It is clear that the Legislative Finance Committee fashioned the language in their report with the intent to eliminate only those small schools that have the leadership and common sense to share facilities in order to achieve a small economy of scale that reduces the building lease costs and serves to increase the operational fund for students. The report cites the Public School Finance Act (Section 22-8-23 (A) NMSA 1978) cites “separate schools established to provide special programs, including but not limited to vocational and alternative education, shall not be classified as public schools for purposes of generating size adjustment program units” as the rationale for deciding that charter schools sharing facilities should be considered as less than public schools, rather they choose to view them as mere special programs.  The concept is laughable if it weren’t being used as a reason for cutting the heart of the funding for charter and other small schools. No reasonable or rational person could conclude that the rigor of beginning and sustaining successful charter schools is a program level endeavor.  The accountability and responsibilities for charter schools is grounded in statute and delineated by the state PEC (Public Education Commission) advised by the PED (Public Education Department) or a local school district as an authorizer.  The Charter School statues clearly identify charter schools as public schools and as such they should be treated like all other public schools in New Mexico.

By carving charters out in carefully worded statutory language, the charters join a number of small schools in tiny districts who will lose growth units or small district support.  The Legislative Finance Committee claims that innovative charters and districts do not deserve small school funding because they choose to share viable  facilities with gymnasiums, libraries, and handicapped accessible bathrooms. 

Instead, they continue to view schools in through an old, outdated paradigm and would opt instead (during a budget crisis) to require taxpayers to incur the costs of separate facilities.  As a comical counterpoint to this rationale, there is also recommended legislation to consolidate small school districts in order to save money (see SB 90). That is exactly what these schools and districts have done …consolidate, following the successful models used by the Albuquerque Academy, Bosque Prep, and the New Mexico Military Institute.

Further, the LFC admitted that, “Exempting charter schools from small school size adjustments will make it more difficult for small charter schools to generate enough money to be self-sufficient and provide educational services to students.”  Here the LFC report is accurate.  The reality is grim because a 30% reduction in a small school budget for these schools and they will be unable to support the legislatively-mandated highly qualified teachers and the program and facility requirements. If legislation is crafted to eliminate the small school adjustment, these exemplary schools will be destroyed and the small school funding will continue to be provided to other small schools that are carved out because they are in separate buildings. A true travesty to taxpayers: lose the highest performing schools and in their place incur additional high cost schools.

New Mexico Charter Schools are underfunded when compared to traditional district public schools.  In an analysis of  charter school funding completed in 2010 by Ball State University, (Titled: CHARTER SCHOOL FUNDING: Inequity Persists) it was found that charter schools in New Mexico receive nine percent less per pupil than do school districts. This is prior to factoring in facility funds which districts have access to and charters do not.  These conclusions are based on a methodology that accurately reflects the true disparity that exists between charter school funding and traditional school funding.  The current funding formula adjustments exist based on the Legislature’s recognition of the unique needs of charter schools and small districts. Further, growth factors for charter schools are limited based on the enrollment cap for the charter school while districts have no such cap on enrollment and can receive the benefit of growth calculations ad infinitum. In smaller schools, fixed operational costs like curriculum development and administration must be distributed among fewer students.  See Lewis D. Solomon, Edison Schools and the Privatization of K-12 Public Education:  A Legal and Policy Analysis, 30 Fordham Urb. L.J. 1281, 1299 (2003) (describing economies of scale in school operation).  Because the cost differential factor used to calculate basic program units is based on estimated operational costs per student, the size adjustment factor addresses the issue that it is essentially more expensive to educate a child in a small school than in a larger one.  It does so by giving additional program units to "approved public school[s]" with small student bodies.  Section22-8-23.  For elementary and junior high schools, a school must have fewer than 200 total enrolled, qualified students to be eligible.  Id.; ' 22-8-2 (definitions).  “Public school” is defined in the "General Provisions" section of the Public School Code as:

“that part of a school district that is a single attendance center in which instruction is offered by one or more teachers and is discernible as a building or group of buildings generally recognized as either an elementary, middle, junior high or high school or any combination of those and includes a charter school.”

While this explanation is long and really difficult to understand, we must remain steadfast in our desire to change legislative minds and have a positive outcome that keeps our kids and our schools safe from seemingly small legislative tweaks that erase us from the educational horizon.

(AP) Carlsbad Newspaper: Small school districts may close

Possible closure faces small school districts

Updated: Sunday, 16 Jan 2011, 1:19 PM MST
Published : Sunday, 16 Jan 2011, 1:19 PM MST

• STELLA DAVIS,Carlsbad Current Argus

LOVING, N.M. (AP) - A proposal to close, consolidate or redistrict small school districts in New Mexico is weighing heavily on the minds of parents in Loving.  Schools Superintendent Kristina Baca, who strongly opposes the idea, said the proposal is on the table but is not a done deal.  However, fearing imminent closure, Baca said several parents have withdrawn children from Loving High School and re-enrolled them at Carlsbad High School. The middle and elementary schools have not seen a shift in student population.

Baca said it's her understanding school redistricting legislation is being drafted and will be proposed during the upcoming 60-day legislative session that begins Tuesday. "The Government Restructuring Task Force has made the recommendation. The task force was formed by former Gov. Bill Richardson to explore ways to reduce the state's budget shortfall," Baca explained.  One area the task force considered was consolidation of small school districts. Baca said there are 89 school districts in New Mexico, and more than 60 percent are considered small.

In a pamphlet sent to Loving parents and others in the community, Baca said "redistricting is premature and an ill-conceived concept to save a few bucks on the backs of small school districts. Consolidation is not the answer to closing the New Mexico funding gap."  Baca has urged parents and district supporters to contact their legislators. Before the Christmas break, some parents in Loving began circulating a petition opposing any proposed legislation to close small school districts.

"We have the ability to speak with a united voice and help our local legislators spread our message. We should not let Santa Fe make decisions for our community and rural New Mexico," Baca told parents.  Baca said research does not support the concept larger school districts will improve learning, nor will it be less expensive. "They don't have a model for that," Baca said. "It will require a costly and time-consuming study. Even if they decide to close and consolidate the small districts, it's not going to happen this year or next year. Also, I think politically, it will face great difficulty."

Baca said she believes if the proposal is approved, small communities like Loving will lose representation as they're absorbed into larger districts. Baca said that until the mid-1980s, when Loving approved a bond to build a high school, students from Loving attending Carlsbad High School had a roughly 50 percent graduation rate. Since the high school opened in Loving, the rate has increased to about 81 percent. One reason may be the low student-teacher ratio of 11 to one.

Parents said the closure of the district would be devastating to students. "It would be a tragedy," said Maria Hernandez, mother of a high school senior. "These kids have grown up together from kindergarten through their senior year. If this happened today, my son would have to start over again at another school. This school is their life. They are like family."
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Information from: Carlsbad Current-Argus