EDLD 5399: SISE Reflection

During my SISE exit interview, my superintendent reiterated some of the challenges superintendent’s face. What I found interesting was that I really understood where he was coming from this time, as opposed to our first interview.  During the first interview, it was a one-way activity…he talked, I took notes, and I worried about writing down all the details.  During this post interview, it was a two-way communication.  He talked about the challenges a superintendent faces, and I could actually engage in conversation with him about these challenges.  I have a better working knowledge of these challenges and could relate to either real-life events or internship activities during the course of this program that helped me better understand the challenges. It was at this point that I truly realized the growth I've experienced as a result of this superintendent's program!

EDLD 5399, Final Requirements

Final documents for EDLD 5399 are posted on my wiki at  http://brenda-lu-academic-partnership.wikispaces.com/EDLD+5399--FINAL+DOCS

EDLD 5399, Week 5 Lessons Learned

During the first internship course, I can remember reviewing the Three-Year Professional Development Plan template and feeling a wave of hopelessness come over me, because I had no idea how I would ever complete the silly thing…I wondered “what in the world have I gotten myself into!” 

Now, as I sit and complete the template after our six Superintendent Certification program courses, I found it challenging to narrow my selection of professional development activities down to just six!  Professional development is extremely important for all educators, but realizing the overarching responsibilities of the school superintendent makes professional development even more critical to effectively leading a school district.

EDLD 5399, Week 4 Value of Reflection

Reflection is an important leadership skill because it helps us to analyze, understand, and gain meaning from our experiences.  It is more than just “thinking” about an activity or event; it is trying to come to a better understanding and learning from it.  I initially learned about reflection during my doctoral program at Lamar University.  In the beginning of my reflective thinking assignments in that program, my reflections were very limited in thought.  However, I soon realized the value in reflection and saw it as a way to dig deeper into the real meaning of the assignment. I think my prior experience with reflection worked to my advantage in this program.  

The most beneficial reflections for me were the reflections of course assignment activities.  I was always in such a mad rush to complete an assignment, that it was all process and work to complete it and meet the maximum rubric requirements. I typically saved the reflection portion of the course assignment activities until later in the week when I wasn’t worried so much about the rubric and the points, but when I could really think about the assignment and what I thought/learned from completing the assignment.  The reflections forced me to analyze and understand what I had really done which in turn provided me the opportunity to gain meaning from the assignments. 

I also benefited from reflections of other intern reflection experiences.  I continue to be amazed at how much thought and reflection was done by my peers and how well many could express those reflections through the written word!

EDLD 5399, Week 3 District Improvement/Lessons Learned

         Through the course of this superintendent program, my participation in improvement initiatives took a different turn when I was named the Assistant Superintendent for Curriculum and Instruction/Technology in the spring. My focus in improvement initiatives took on a broader focus than what I may have realized earlier in the program.  It did not take long to realize areas that needed to be addressed for district improvement.

            I identified three major areas of concern for our district:  STAAR writing challenges, performance of our economically disadvantaged students on the TAKS test, and a general decline in attendance that is costing the district thousands of dollars.

Recommendations

After our writing teachers attended the regional service center writing academies, they returned with concerns about preparing their students for the STAAR writing test.  During a district meeting with writing teachers, it became evident that we needed to develop a plan for vertically aligning the writing curriculum beginning in Kindergarten.  A team of writing teachers was formed and these writing teachers will work during the summer to align their curriculum and develop a series of grade level writing benchmarks.  This team of teachers will present the writing benchmarks to other district writing teachers in August staff development and will train their peers in what is needed and what has been identified.

Once our 2011 TAKS results became available, we immediately started reviewing our data through DMAC data disaggregation.  As an administrative team, we recognized that our economically disadvantaged student population was not performing at as high a level as other groups of students. A team of administrators has been defined and this team will plan for transitioning to STAAR/EOC for the 2011-2012 school year.  In addition, they will focus on our economically disadvantaged student group and how to better meet their needs. In order to do this, principals will have to be trained accessing DMAC STAAR attribute reports to prepare for problem areas identified through DMAC data analysis.

A recent PEIMS audit revealed that our attendance rate has steadily declined over the past five years and, as a result, has cost our district thousands of revenue dollars. The data indicated significant drops in attendance during the 3^rd and 6^th weeks at the high school which is when exemptions are scheduled. Therefore, an immediate recommendation was to review the current high school exemption policy.  Of course, details have to be worked out because of the new EOC assessment requirement for the EOC test to count 15% of a student’s grade, but if an exemption policy somehow remains in effect, change the exemption policy so that students must come to school for attendance purposes BEFORE being exempt from their exams.

Lessons Learned

            Since my participation in improvement initiatives changed drastically from the beginning of this program to now, I realized that district needs are ever-changing and new needs can pop up at any time.  I have always known that data analysis is powerful, but the recent disaggregation of our TAKS and attendance data certainly emphasized the importance of how critical data is to identifying areas that need improvement.  As educational leaders, we must constantly review data in our search for improving our district.

EDLD 5399, Week 2 Job Entry Plan

I guess I am tired, but I really dreaded starting my job entry plan.  But, after I got started, I found  myself wanting to add more and more goals and objectives....it wasn't as hard as I thought it would be.

Brenda Duhon:  EDLD 5399: Week Two Assignment, Part 2--Job Entry Plan

FIRST DAY Goal(s): Attempt to meet as many staff members as possible.

Objective(s):  Identify key personnel

Activities addressing goals and objectives

·         Meet with secretary and outline a tentative plan for the first day

·         Meet central office staff

·         Be as visible as possible throughout the day

Resources needed to achieve goals and objectives

·         Staff directory

·         Map of district

FIRST WEEK Goal #1: Depending upon the size of the district, continue to meet as many staff members and administrators as possible.

Objective(s):  Learn key personnel and their job duties.

Activities addressing goals and objectives

·         Continue to remain visible throughout the District

·         Continue to meet as many district personnel as possible

·         Eat lunch at campuses

·         Create a plan/schedule to attend campus faculty meetings

Resources needed to achieve goals and objectives

·         Notepad or electronic recording device to record notes

·         Campus faculty meeting schedules.

·         Lunch money!

FIRST WEEK Goal #2:  Shape district culture that is supported by the educational community. (Domain I: Competency 2)

Objective(s):  Begin the process of creating a positive climate with all stakeholders.

Activities addressing goals and objectives

·         Develop and communicate a plan for communication to the School Board

·         Develop and communicate a plan for communication with administrators and staff.

·         Develop a plan for communicating to parents and community members.

·         Meet with principals, coordinators, and directors to review the following:

o   Opening of school

o   Outline expectations for myself and administrative team

o   Begin discussions on areas that need improvement

Resources needed to achieve goals and objectives

·         List of communication resources currently available in the district:  e-mail, newsletters, video technology, website

·         AEIS reports

·         School Report Cards

·         NCLB Report Cards

·         Accountability Ratings

FIRST MONTH Goal(s):  Communicate and collaborate with various stakeholders to ensure educational success for all students.  (Domain I: Competency 3)

Objective(s):  Become immersed in all aspects of the school district.

Activities addressing goals and objectives

·         Continue study of district data

·         Begin campus meetings to introduce myself to faculty and outline my goals for the district.

·         Meet with Business Manager to access district finances include budgets, recapture, federal funding, tax rates, etc.

·         Prepare for first School Board meeting.

·         Start getting to know board members on a personal level.

·         Review board policy and administrative guidelines.

·         Be visible at community functions.

·         Meet PTA Area Council members.

·         Meet with local legislators and business/community leaders.

Resources needed to achieve goals and objectives

·         Data:  AEIS reports, School Report Cards, NCLB Report Cards, Accountability Ratings

·         Current budget and financial data

·         Research/materials as needed for school board meeting

·         Board Policy Online

·         Administrative Guidelines

·         Names and contact information for legislators and business/community leaders.

FIRST YEAR Goal(s): Apply principles of effective leadership and management in relation to district budgeting.  (Domain III: Competency 8)

Objective(s): Create a balanced budget that meets the needs of the district.

Activities addressing goals and objectives

·         Begin discussions with district stakeholders regarding budget needs for next school year.

·         Conduct Budget Forum/Workshop for patrons

·         Conduct Needs Survey

·         Develop a balanced budget

·         Board-approved budget in required timeline.

Resources needed to achieve goals and objectives

• Current year budget
• Revenue forecasting information
• Enrollment forecasting information
• Identified list of needs by campus and departments

EDLD 5399, Week 2 Competency Review Reflection

I have significantly increased my knowledge in the ten superintendent competencies throughout the course of this program as evidenced in growth in 63% of the components.

While I wasn’t as positive about the benefit of having to complete the 38 internship activities required in this program, upon final reflection, they did contribute to my overall growth.  The readings, board policy in particular, and various assignments also added to my growth.  Aside from the course requirements, my new position as Assistant Superintendent for Curriculum and Instruction/Technology has also played a significant role in the growth of the superintendent competencies.  New responsibilities in this position gave me a significant advantage in many of the competencies. 

With that being said, I think experience is a key factor in gaining strength in the competency areas.  For example, in my final assessment, I rated myself as needing improvement in three components of Domain III:  (1) revenue and enrollment forecasting, (2) physical plant and support systems, and (3) implementing and evaluating appropriate procedures to ensure efficient, effective district transportation, food, health, and other services.  Yes, I completed internship activities where I interviewed key personnel in these areas and read various resources regarding these areas, but that did not make me proficient in these areas.  I have no real experience in these areas, so I cannot say they are strengths! 

The first step in improvement is identifying your weaknesses.  Now that I have done this, I plan to do what it takes to improve in these areas.

EDLD 5399

Week 1 Reflection:

When looking at individual components of the ten competencies, I increased knowledge in 63% of the components over the course of this program.

Based upon this self-assessment, my most identifiable strengths are in the areas of ethics, district culture, communication and collaboration, and most components dealing with instruction, staff development, decision-making, and problem-solving.

I showed the most growth in Competency 4 which included responding to and influencing larger political, social economic, legal, and cultural context, including working with the board of trustees to achieve the district’s educational vision. 

Competencies 8 and 9 are my areas of most concern.  The areas involving physical plant and support systems are not as strong as I would like them to be.  Even though some progress was made, my biggest weaknesses are in the areas of budgeting, personnel, resource utilization, and financial management.  I think the reason that they are my weaknesses is that I do not have practical experience in these competencies.  I have never been responsible for any of these areas.

Overall, I am pleased with the amount of growth I’ve achieved in the ten competencies.  It wasn’t until I completed this exercise that I realized the growth that I had attained.

Week 5, Part 3

Even though I learned much about Texas school finance in this course, I did not learn enough to rate myself as either “competent’ or “superior” in many of the Domain III – Competency 8 indicators.  While I do have a better knowledge base in these areas, I didn’t feel like I could rate myself higher than “needs improvement” since I have not actually experienced these elements during my administrative experience.

The lectures were interesting, but only touched the surface of each topic and did not go into any depth.  This made it difficult, in my opinion, to complete many of the assignments that required us to analyze a district’s data.  I found myself digging deep into the resources to understand concepts and having to depend upon my district’s business manager and cohort member’s posts to give me direction into understanding the data.   I would have appreciated a couple of district samples where analyses and conclusions drawn from the data were fully explained and rationale provided.  Besides unclear directions and disorganization of wiki group assignments in the first week, this was one of the most frustrating aspects of this course.

My interviews and discussions with my business manager were extremely helpful in understanding many of the assignments in this course.  I felt guilty having to ask her so many questions but am extremely grateful she took time from her daily routine to assist me.

I appreciate the wiki group process and found it a beneficial collaborative tool. However, I found the directions and the required multiple postings not efficient use of time or resources.  I found myself posting the same information on the group wiki, the faculty blog, and then on my own blog.  I think it should be streamlined so that we are not duplicating our posts.  This may have been my own paranoia of being sure I posted it in the right place in order to get all my points (I’m obsessive/compulsive about that), but I did find the process redundant.

Next week, I am going to go back to the very first practice exam we took, and see how I can answer the finance questions to see if I have made any improvement.

Week 5, Part 1

Standard 1.3:  An educator receives meal money for a meeting or conference, but takes advantage of meals provided at the meeting/conference and doesn’t return the unused meal money to the district.

Standard 1.8:  Administrators are hired based on the “good old boy” system rather than on merit, experience, and qualifications.  For example, hiring someone because they attend the right “church” in the community. Short-term effect:  Campuses and districts that hire based on the “good old boy” system may not have effective instructional leaders who can guide them to academic excellence.  Long-term effect:  Low employee morale and a decrease in student performance results in lower accountability ratings.  Preventive Action Plan:  The superintendent should require that all laws, policies, and procedures are applied in a fair and reasonable manner, especially with regard to employment.  The superintendent should require an interviewing process that allows the credentials of applicants be foremost in the decision-making process.

Standard 1.13:  A principal frequently goes out to his car during the day to sneak a “sip” of an alcoholic beverage.  Short-term effect:  Principal is not an effective instructional leader and loses his job.  Long-term effect:  If this type of behavior continues and nothing is done about it by administration, teachers become frustrated and a general lack of confidence in the administration builds among constituents. Preventive Action Plan:  Perhaps a more thorough reference check may have indicated that there was an abuse issue before hiring this principal.  Whether that would have helped or not, the superintendent should model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors and follow through with the allegations to find out if this is really happening, and if it is, take a stand and remove the principal from this position and now allow him to be in a position of leadership. 

Standard 2.2:  An educator who is very unhappy with the current administration and the school board members who support the administration spreads rumors and half-truths about the administration and board members trying to influence other’s opinions in an attempt to oust them out of office.

Standard 2.3:  When a current administrator retires and is replaced, the recommended hire is very good friends with several of the board members. When a salary amount is recommended by the superintendent and assistant superintendent for the position which is aligned with the position and the experience of the new administrator, the school board increased the salary so that the new administrator made more than all existing administrators and was totally out of the acceptable salary range for that position and experience.  Short term effect:  Current administrators are resentful and morale is low.  Long term effect: General distrust and low morale. Preventative Action Plan: The superintendent and school board should ensure that salary schedules are in place, are fair and reasonable, and are applicable to all administrators.

Week 4, Part 5

PN-GISD solicits proposals for an external auditor every three years. Most of the time, the external auditor is selected based upon the projected price of the audit. The district’s Business Manager said that the auditor comes in after the year end and examines the district’s records and tests our data by sampling.  Our district has always received an “Unqualified Opinion” which is the best rating/conclusion that a district can receive.  An “Unqualified Opinion” means that we are following proper procedures and our records are properly handled.  Results are communicated at a board meeting and are presented by the external auditor. 

Week 4, Part 4

Proposed personnel salaries in my district for 2010-2011 total $28,766,764 which represents 81.6% of the total budget. Since personnel salaries are such a large percentage of the total budget, the only way to significantly reduce the budget would have to be in the area of personnel.

Even though a 5% salary increase for all personnel would definitely make everyone happy and perhaps make teacher salaries competitive, it would have a negative impact on a district’s budget.  In order to give a 5% raise, most school districts in Texas would have to reduce their budgeted expenditures in anticipation of the decrease in state aid that they will receive in the future.   Our district’s Business Manager said that giving a 5% raise would negatively impact the district causing more individual positions to be cut sooner than later.  In addition, she said that in today’s tough financial times, it would be nice to give a 5% raise because of rising costs in personal budgets, but if we stop and really think about it, it might be better to just have a job these days rather than receive a raise!

Week 3, Parts 1 - 6 Data Comparison Chart

GROUP 2 – Assignments 1-6
	District #1	District #2
% Economically Disadvantaged	93.3%	20.7%
Total Refined ADA Adjusted for Decline	$ 3,893.75	$ 4,032.94
Weighted ADA (WADA)	$ 5,555.82	$ 4,794.08
Revenue per WADA @ Compressed Rate	$ 5,044.00	$ 7,206.00
Total target revenue for the M&O	$ 28,023,556.08	$ 34,546,140.48
Number of teachers, librarians, nurses, & counselors	281.00	307.00
2010 Local District Property Value	$ 145,968,635.00	$ 2,916,187,709.00
I&S Tax Collections	$ 94,871.00	$ 8,836,256.00
Chapter 46 (EDA) totals	$ 572,716.00	$ -
Compensatory Education Allotment	$ 3,835,006.00	$ 633,369.00

Week 3, Part 4

The Coalition to Invest in Texas Schools glossary (2010) defines the Maintenance and Operations (M&O) tax rate as a local school district property tax rate that raises revenue to operate and maintain the district’s schools.  In addition, the M&O tax rate is subject to a statutory maximum of $1.50 per $100 of taxable value.  M & O funds include property tax collections, state funding and some federal. According to our district’s business manager, we also have other local funds such as interest income, tuition, rent, miscellaneous, athletic revenues.

The Port Neches-Groves M&O amount was $1.50 from 2001 through 2006 but has remained at $1.04 since the 2007-2008 school year.  According to our district Business Manager, this reduction in the district’s M&O rate was the result of an attempt by the legislature to lower property taxes through a compressed tax rate.  For the 2010-2011 school year, proposed local revenue is $30,547,229 and proposed state revenue is $3,825,762 for a total proposed revenue totaling $34,372,991. Ninety-one percent of the proposed local revenue comes from property taxes while the other nine percent of proposed local revenue comes from a variety of sources including summer school tuition/fees, interest temporary investments, foreign trade zone, H.B. 1200, and revenue from athletic activities. Payroll costs at PN-GISD for 2010-2011 represent 81.6% of the total budget.  The remaining 18.4% goes to contracted services, supplies and materials, other operating expenses, and capital outlay. The PN-GISD 2010-2011 budget listed proposed total expenditures at $37,534,266 which exceeds projected revenues by $3,161,275, requiring the district to dip into its fund balance for 2010-2011. In light of our state’s budget shortfall and a bleak future for Texas school finance, this type of spending from the fund balance cannot continue.  For the 2010-2011 school year, PN-GISD designated $21,116,299 or 52% of its total budget for instructional purposes. 

  

REFERENCES

Coalition to Invest in Texas Schools (2010). School funding 101 - glossary. Retrieved January 30, 2010, from http://www.investintexasschools.org/schoolfunding/glossary.php.

Week 2, Part 3 -- Understanding TEA Budgeting Guidelines

          As I begin the process of understanding goal driven budgets and the budgeting process, I now understand that the budgeting process consists of three components:  planning, preparation, and evaluation.  The descriptions of the five budget philosophies were interesting, and I was able to determine that our district uses a combination of the “Line-Item Budgeting” approach and the “Site-Based Budgeting” approach.

            I found Exhibit 1, “Recommended SEA Indicators for Elementary and Secondary Education” in the TEA Budgeting Guidelines, January 2010” very informative. The explanation of inputs, outputs, outcomes, efficiency, and explanatory information along with indicators and its corresponding rationale will help me with future budget discussions.

            I knew that the district’s budget had to be adopted by August 31 each year, but I was not aware of the other budgetary legal requirements established in the Texas Education Code.  The Budget Calendar Sample found in Exhibit 4 was very informative and will be extremely useful if I ever become a Superintendent.

            I had no knowledge of the annual district revenue estimates and expenditure projections. While I often hear the terms ADA, Tier 1, FTE, WADA, etc., it was helpful to learn what they mean and how they figure into the overall formula.   

            The “TEA Budgeting Guidelines January 2010” is one of the most useful documents I have found regarding school finance.  I have printed it and will continue to read it because it contains so much information that I do not know.  I realize it will take several readings along with practice in future assignments to better understand Texas school finance.

REFLECTION:

After this assignment, I continue to be amazed at the complexity of the budgeting process.   I am anxious to complete this course and go back and review the questions from the practice test we completed back in the Internship course to see if I have gained any insight into school finance.  I am overwhelmed at this point, but am cautiously optimistic.

Week 2, Part 5 -- Stakeholder Input

Site-based decision making committees, the district improvement committee, and the Board of Trustees all operate under a set of goals. If student achievement is the focus and the various groups’ goals are aligned, then this should be a driving force in providing input in the development of a district’s budget.  Obviously, these groups can provide valuable information regarding program development/needs to aid in budget development.   Principals can provide input regarding staffing needs, professional development needs, and individual campus needs encompassing everything from teacher supplies to major maintenance issues. Central office administrators and staff are critical in providing input for a district’s budget.  Generally, district administrators and directors are charged with the responsibility of seeing the “big” picture and seeing things from a larger perspective.   In addition, central administration and directors analyze data to identify needs of students and evaluate the effectiveness of practices and programs currently in place. Teachers and teacher organizations can often provide input to budget by expressing their needs and concerns.  After all, they are the ones “in the trenches”. All the key stakeholders listed above can provide input into a district’s budget.  However, in addition to the key stakeholders, it is also important to consider current research as we determine the best and most appropriate use of our resources.

REFLECTION:

After interviewing my superintendent and business manager on the importance of involving key stakeholders in the budgeting process, I have a better understanding how all the pieces work together to create a goal-driven budget.  If I am ever in a position to be responsible for a district’s budget, I will involve all stakeholders in the budget development process.

Week 2, Part 4 -- Superintendent Interview

          Sections 44.002 through 44.006 of the Texas Education Code established the legal basis for budget development in school districts and specified that the superintendent is the budget officer for the district and prepares or causes the budget to be prepared. When interviewed, my district superintendent reiterated this responsibility by saying that he is responsible for the budget, for seeing that it is planned and prepared, and that it is passed by the Board of Trustees by August 31 each year.  He added that it is important keep in mind your vision and goals when preparing a budget. 

          More specifically, my superintendent said that the superintendent’s job regarding budget is to try to involve everyone in the budgeting process; and he stressed everyone.  He gave the following example:  involve your janitorial staff, teachers, principals, directors, etc. He added that a fiscally sound budget is even more of a responsibility on the superintendent in today’s economic times with the pending doom and gloom we have ahead of us.  With our current state of the economy and the proposed state budget shortfall, he stressed that it is more important than ever to involve the various stakeholders and try to find ways to save money.  Those conversations have started in our district.  We are reducing the work force through attrition, asking for input on ways to save money, and brainstorming ways to work smarter with less.

REFLECTION: 

The interview with my superintendent regarding his role in the budgeting process did not unveil any surprises. Bottom line is that the superintendent is responsible for the district’s budget.  I did, however, realize the importance of involving all stakeholders in the budgeting process.  More importantly, I understand the importance of having an ethical, skillful Business Manager on my team!

Goal Driven Budget Assignment -- Week 2

             A goal-driven budget should be a balance between the educational needs of students and the ability of the school district and state to provide the necessary financial support to serve them.  A goal-driven budget should be developed from a district’s mission statement, vision, and strategic goals. In the Week 2 lecture, Dr. Elvis Arterbury sates that a goal-driven budget should reflect the Board’s district goals, the district’s District Improvement Plan, and each Campus Improvement Plan; and that the budgeting process should reflect a commitment to expending funds to achieve these goals. My district’s business manager explained that the goal-driven budget process can be achieved from beginning to end through a series of seven steps:  budget planning, budget preparation, school board review, budget adoption, tax rate adoption, budget amendments, and audited financial statements. Dr. Arterbury, also states that the purpose of a goal-driven budget is to assist in the attainment of a shared vision for the school district as well as each campus.

            The PN-GISD Education Improvement Plan focuses on seven goals: Improvement of Academic Performance; Governance and Management; Parental and Community Involvement; Attendance; Safety; Technology; and Recruitment and Retention. Each goal is supported by objectives and the objectives are supported by initiatives, strategies, or activities.  In addition, each initiative, strategy, or activity outlines person(s) responsible, a timeline, resources, and evaluation. When considering a goal-driven budget in relation to our District Improvement Plan, one can see that the plan clearly identifies the district goals and identifies resources (funds) for funding the goals. 

            For example, Goal 1 (Improvement of Academic Performance), Objective 1 (90% of students in each student group, as indicated in AEIS and AYP, will meet the TAKS passing standard for Reading/ELA), lists the following strategy:  “Provide remedial instruction for identified elementary and secondary students utilizing Title I teachers at eligible campuses, continue Title I reading program, integrate instructional technology in classrooms, explore and implement research-based instructional programs and interventions, and explore availability of reading improvement software to enhance reading skills for at-risk students.  Not only are the specific activities identified, but funding resources are listed. The funding sources identified for this goal/objective/activity include Title Funds, ARRA Funds, and Local Funds.  Other funding sources identified in the plan include Title III funds, Title II Part D, Title II Part A, state funds, and grants. All goals in the PN-GISD District Improvement Plan are identified in this manner.

            Dr. Arterbury noted that the budgeting process should reflect a commitment to expending funds to achieve the Board goals, district goals, and campus goals. In my opinion, Port Neches-Groves ISD exemplifies Dr. Arterbury’s definition of a goal-driven budget.

EDLD 5342 Week 1 Assignments

Week 1 Part 1

Event #1: One of the most significant events in Texas education finance history was when Mirabeau B. Lamar, the second President of the Republic of Texas, persuaded the legislature to establish land grants. This is particularly significant since it was the initial funding for higher education and school districts within the county in the early days of public education.

Event #2: Another event which significantly affected Texas school finance was in 1869 when a new state constitution was written which called for mandatory school attendance for students beginning at age eight through fourteen. With this new state constitution, a poll tax and ad valorem tax for education was created. The tax levied in 1871 resulted in an undeclared tax revolt and was the first finance debate in our state’s history and here we are in continued debate over school finance.

Event #3: Senate Bill 1, commonly known as the Robin Hood Plan, has significantly impacted Texas school finance. The idea behind Robin Hood was for property rich school districts (known as Chapter 41 districts) to help level the playing field by redistributing the recapture money to property poor districts (known as Chapter 42 districts). My district is a Chapter 41 district and our recapture payments have ranged from $4.1 billion in 2001-2002 to $8.9 billion in 2007-2008, $10.3 billion in 2008-2009, and $5.4 billion in 2009-2010. Robin Hood is supposed to create a system of financial equity, yet our district struggles financially because we do not have these funds. In light of the proposed budget shortfall in Texas, our district deals with budget deficits and is looking at ways to survive financially. I, along with other taxpayers in my school district, am a homeowner and a school district taxpayer. I choose to live in a community surrounded by refineries, and, as a result, am at a larger risk for cancer because of the refinery emissions. We put ourselves at risk by living in this community and as a result, we have a higher property values which qualifies us as a Chapter 41 district. I live with the risk and pay the high taxes, but my children and my school district cannot benefit from it. Those without that risk are the ones receiving the benefit from my risk.

Week 1 Part 2

1) School districts do NOT get any new money if they don’t have an increase in the number of students. Likewise, you get less money if you lose students. It doesn’t matter if you have 20 students in the classroom or 25 students in the classroom, the district still has to deal with increases in electricity, etc. Not only that, districts have to deal with insurance increases each year and try to give raises to faculty/staff. Without new funds, you end up having to eliminate expenditures in other ways, like the elimination of programs or reduction of personnel.
2) Property values fluctuate and as demographics change so can property values. This falls into my previous discussion of Chapter 41 giving to Chapter 42 districts. As a Chapter 41 taxpayer, I do not think there is equity in giving my tax money to other districts.
3) State of the economy. Never has this issue been so relevant as it will be with this state’s bleak current financial picture. The state’s proposed budget dilemma will be our budget dilemma.

Week 1 Part 3

Equality means that every student has the same access to the same type of basic educational program. Examples: all students have equal access to the core curriculum and to elective choices.

Equity means that the system is fair and responds to the needs of individuals. Examples include Title I and Special Education funding.

Adequacy means that the school district receives financial support sufficient to meet state accreditation standards. Examples include the state-mandated raise for teachers 2 years ago and recapture payments made by Chapter 42 districts to Chapter 41 districts.