Report of the Ad Hoc Committee on the K-12 Education Budget

              A R I Z O N A S T A T E L E G I S L A T U R E
REPORT OF THE AD HOC COMMITTEE
ON THE
K- 12 EDUCATION BUDGET
FEBRUARY 1,1993
February 1, 1993
President John Greene
Speaker Mark Killian
Arizona State Legislature
Phoenix, AZ 85007
Mr. President and Mr. Speaker: .
Submitted herewith is the Report of the Ad Hoc Committee 0% the.
K- 12 Education budget.
The report contains the minutes of the two meetings of the Adffoc
Committee which were held on January 22 and January 28, 19... 9 3 , ayd
materials distributed at the meetings for your review. -- %. . -.
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During the course of our meetings, the Executive ."-~* get
recommendation and the JLBC Staff recommendation wehe ; w h
presented and discussed. Public testimony on the S-$~ Qget
recommendations, as well as related materials was r& eiv&.
Finally. a1 temative approaches were presented in varioui - f e m s
before the Committee and discussed. 5;-
We appreciate the opportunity to serve on this Committee and &- 11
be happy to answer any questions that you might have. - -
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Co- Chair Co- Chair -._ -- ..< .
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Enclosure
CAPITOL COMPLEX SEUATE BUILDING
' HOEYIX A R I Z C N I 85.007
P30NE 602' 5A2 5284
' OLL FREE 1 800 352 a404
FAX 602 542 3429
January 15, 1993
Senator Bev Hermon
Arizona State Senate
1700 West Washington
Phoenix, AZ 85007
Representative Lisa Graham
Arizona House of Representatives
1700 West Washington
Phoenix, AZ 85007
Re: Appointment to Joint Ad Hoc Committee on the K- 12 Budget
Dear Senator Hermon and Representative Graham:
You are hereby appointed to Co- Chair the Joint Ad Hoc Committee on the K- 12
Budget. Your fellow committee members are:
Senator Carol Springer
Senator Pat Wright
Senator G- ys Arzberger
Representative Bob Burns
Representative Leslie Johnson
Representative Bob McClendon
The committee ia to review the JLBC Staff recommendations, the Executive Budget
recommendations and alternative budget proposals within the budget parameters
established by the Appropriations Chairmen and reflected in the JLBC Staff
recommendations. The committee shall take public testimony at two meeting to be
held on January 21, 1993 and January 28, 1993.
The committee shall complete its work by Friday, January 29, 1993.
We appreciate your willingness to serve on this committee and to deal with these
difficult issues in a timely fashion.
Sincerely,
A
/ 1
jJohn Greene
President of the Senate
ark Killian
Speaker of the House
cc: Senator Springer
Representative Bob Burns
Senator Wright
Representative Johnson
Senator Arzberger
Representative McClendon
4 1 S T L E G I S L A T U R E
F I R S T R E G U L A R S E S S I O N
MINUTES OF AD HOC COMMITIEE ON
K- 12 EDUCATlON
DATE January 22, 1993 TIHE 2: 00 p. m. ROOM HHR 2
CO- CHAIRWIN Representative Graham CO- CHAIRMAN Senator Hermon
A T T E N D A N C F B I L L S
COMMITTEE MEMBERS - Pr & Bill Number Disposition
Senator Springer X
Senator Wright X
Senator Arzberger x .-
Representative R. Burns X
Representative Johnson X
Representative McLendon X
Senator Hermon, Co- Chair X
Representative Graham, X
Co- Chai r
Co- Chairman Graham called the meeting to order at 2: 10 p. m. and roll call was
noted. See attached sheet for other attendees.
Hr. Ted Ferris, Director, Joint Legislative Budget Cmni ttee ( JLBC) , stated
the Department of Education ( DOE) budget is nearly $ 58 mill ion more than the
current year budget in general fund dollars, whereas the JLBC recommended
budget grows by only $ 45 million. In the Staff recommendations, the
Universities are reduced by $ 11.7 million, comnunity colleges by $ 1 million,
and the School for the deaf and Bl i nd is reduced by $ 300,000. The WE i s 39%
of the total State operating budget. Mr. Ferris explained the funding formula
considered by the JLBC staff that would recomnend funding at 98.5%, a negative
deflator of 1.5%, but instead specific state aid formulas were considered that
would be inore equitable, i . e., " equal dollars for equal pupils."
niche1 le Fusak, Fiscal Analyst, Joint Legislative Budget C m i ttee ( JLBC) ,
referred to the " Department of Education Comparison of Major Pol icy Issues"
( filed with original minutes) handout that was distributed to the Comnittee
members. She compared each of the major issues 1 isted and gave the
differences in amounts between the Governor's reconmendat ions versus the JLBC
recommendations .
Senator Hermon pointed out the JLBC recommendation for student growth includes
$ 76.9 mill ion for preschool growth and asked if that was 100% funding. Ms.
Fusak stated affirmatively. She also directed the Comnittee to page 11 of the
handout for more specific information.
MINUTES OF THE AD- HOC COMMITTEE ON EDUCATION
Page 2
January 22, 1993
Representative McLendon asked why the number i s 1 ower i f JLBC' s recomnendat i on
estimates more growth. Ms. Fusak stated JLBC's numbers were checked with
DOE'S numbers, and that those assumptions were based on that.
Senator Hermon stated the career ladder program was l i s t e d i n " U. S. News and
World Report" as one of nine options promising educational reform which Ms.
Fusak l i s t e d as one o f the programs recommended f o r cuts i n the JLBC budget,
i n addition to the teacher experience index ( TEI), the Education Comnission
of the States, Arizona Humanities Counci 1 and the Arizona Principal s Academy.
Recommendations a1 so include reductions i n the adult education, chemical
abuse, dropout prevent ion, g i f t e d support, preschool at - ri sk, and K- 3 support.
Ms. Fusak continued review of the JLBC handout.
Senator Wright suggested school d i s t r i c t s best able to absorb the cost loss
are career ladder schools, and the schools that can least afford it are TEI
d i s t r i c t s .
Representative Smith stated approval f o r the block grant proposal i n which
schools are able t o decide what t h e i r own p r i o r i t i e s are.
Senator Hermon pointed out that some of the programs that use funding are
under l e g i s l a t i v e oversight i n order t o evaluate the results f o r possible
state- wide funding. Ms. Fusak stated that the funding of specific programs
was not looked at, and that DOE might be able t o o f f e r more information.
Senator McLendon stated many o f the programs are already underfunded, and
consistency needs t o be maintained with funding and budget cuts.
Representative Johnson expressed concern that by establishing the " block
grant" concept, a separate bureaucracy could be unintentional l y formed.
Senator Arzberger commented vocational education i n Arizona i s important and
encourages children t o stay i n school.
Jenni f e r Mabrey, 6overnorts Office o f Strategic Pl anning and Budgeting, stated
the education budget offered by the Governor's Office does not recommend any
permanent changes, and the student growth d o l l a r figures were based on figures
from the DOE.
C. Diane Bishop, Superintendent o f Pub1 i c Instruction, stated the Department
realizes the f i s c a l problems o f the State and i s ready t o p a r t i c i p a t e i n
discussions t o f i n d a solution and that JLBC's numbers are not the solution.
Ms. Bishop addressed her concerns beginning with the non- formula 1 ine item
programs. She submitted that not a l l schools i n the state are involved with
the extra programs so the block grant proposal would not work. She also
mentioned the federally- funded " Head Start" programs i n Arizona work closely
with a t - r i sk preschool programs. She expressed concern regarding the K- 3
special programs and Career Ladders, stating the programs were s t i l l young,
and not enough data had been acquired t o j u s t i f y c u t t i n g them.
Representative Smith asked how funding f o r special programs was obtained,
c i t i n g Chinle and Doug1 as as examples 1 isted on the " Costs o f JLBC Recomnended
Budget Cuts i n Block Grant Proposal" ( f i l e d with o r i g i n a l minutes). Ms.
Bi shop expl ained school s submit proposal s which are reviewed by the Department
and chosen based on program , design, number o f pupils t o be served, and the
MINUTES OF THE AD- HOC COMMITTEE ON EDUCATION
Page 3
January 22, 1993
level of need for the program.
Ms. Bishop further explained the Career Ladder program, stating more d i s t r i c t s
were interested i n joining the program and urged the Comnittee not to
el iminate it. The TEI program was also addressed which Ms. Bishop stressed
provides equity t o d i s t r i c t s that don't have sudden growth dollars. Ms.
Bishop a1 so mentioned the importance of the Principal's Academy, the Arizona
Humanities Counci 1 , vocational education and adult education programs. Some
o f these programs receive matching fund grants which would be jeopardized.
Ms. Bishop suggested the Legislature address the education funding issue i n
a special session i n order t o f u l l y address needs.
Representative Smith asked if DOE had made any cuts i n s t a f f . Ms. Bishop
stated she would get that information f o r the Comnittee.
Representative Johnson asked if a l l o f the programs are working, why i s n ' t
there a better product t o show f o r it. Ms. Bishop stated programs that are
working should not be the ones targeted f o r cuts. Representative Johnson
expressed f r u s t r a t i o n with the i n a b i l i t y to see results.
Senator Hermon noted that she- envisioned a scholarship program that enabled
funds t o follow the c h i l d to whatever school they wish to attend.
Representative Graham stated it was her intention t o learn i n Comnittee the
true costs f o r educating a child.
Representative Smith pointed out the best way t o f i n d out what problems there
are i n education are t o ask teachers. Senator Hermon stated teachers are
always welcome t o t e s t i f y i n Comnittee.
Representative Burns remarked the true cost of a qua1 i t y product can be
defined i n the open marketplace, and asked Ms. Bishop which programs are the
bad ones that could be cut. Hs. Bishop stated a l i s t was not available, but
that a 1 i s t of possible components could be provided, and asked again that the
good programs be considered as important t o promoting the educational process.
Representative Burns questioned funding of the Career Ladder program.
Dr. Judy Richardson, Department of Education, stated 90% o f the money goes
d i r e c t l y t o teachers, and 10% goes t o administrative and evaluation purposes.
Representative Burns mentioned he was interested i n seeing documentation
v e r i f y i n g that.
Representative HcLendon stated he would l i k e t o see the preschool a t - r i s k
program funded f u l l y across the State.
Senator Wright comnented a pro- rata reduction i n the ' State aid formula f o r
education would be an equitable option. Ms. Bishop agreed that it i s an
option.
Senator Arzberger stated the theory of state aid following the c h i l d would not
work i n the r u r a l areas since few private or parochial schools exist i n those
areas. Representative Burns stated if the money follows the child, it w i l l
encourage private schools t o be b u i l t .
Senator Springer maintained the debate should focus on possible deeper cuts
across the s t a t e r a t h e r than j u s t targeting education.
MINUTES OF THE AD- HOC COMMITTEE ON EDUCATION
Page 4
January 22, 1993
Kay Lybeck, President o f the Arizona Education Association, noted a1 1 of the
recommendations were cuts, and the State should be making investments i n
today's schools. Representative Smith asked Ms. Lybeck i f d i s t r i c t
consolidation was an option. Ms. Lybeck stated members had expressed an
interest.
Lou Tenney, Constituent, stated parenting s k i l l s had been taken over by the
schools and that if those items which could be considered " parenting s k i l l s "
were eliminated, more money would be available f o r education. He suggested
administrative employee positions be trimmed and more attention be paid to
educators f o r t h e i r comments and suggestions.
Betty Craig , Manager, Career Ladder Program, Southern Arizona Career Ladder
Network, t e s t i f i e d she had been a teacher f o r 26 years and that Career Ladder
teachers are evaluated by both peers and students.
Ellen Cameron, Career Ladder Program Director, Peoria D i s t r i c t , stated Peoria
was one o f the f i r s t d i s t r i c t s t o p a r t i c i p a t e i n Career Ladders. She
mentioned Career Ladders i s the most unique teacher program i n the State i n .
that it makes teachers accountable t o student achievement. Ms. Cameron .
remarked she was an economics teacher 2/ 3 o f the day, with 1/ 3 of her day
dedicated to management of the Career Ladder program. She summarized Career
Ladders keeps good teachers i n the classroom and encourages new teachers to
s t r i v e f o r good results.
Mary 6oi ti a, Faci 1 i tator, Career Ladders, Pendergast School D i s t r i c t , repeated
Career Ladders helps create better schools through teacher evaluations. She
explained how the Pendergast program was started and explained that teachers
choose t o become better teachers when they p a r t i c i p a t e i n Career Ladders.
Representative McLendon pointed out that only 21 d i s t r i c t s o f f e r Career
Ladders. Further d i scussi on about Career Ladders and the qua1 i t y of education
was discussed by the Committee and Ms. Goitia stated the program i s successful
because instructional leadership techniques are u t i l i z e d .
V i r g i n i a 6uy, Career Ladder Special i st, Mesa Schools, stated Career Ladder
schools are able t o bond more e f f e c t i v e l y as a supportive network and teachers
i n the program feel accepted and rewarded. Ms. Guy stated Career Ladders had
gone beyond the expectations o f the Legislature, and mentioned the " U. S. News
and World Report" a r t i c l e .
The meeting was adjourned at 4: 45 p. m.
Respflfully submit d,
/ I H
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Arlene Seagraves, CoFi ttee Secretary
ARIZONA HOUSE OF REPRESENTATIVES
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MEETING ( 5 : r ,! *,< , fi DATE 7 7 , '
NAME AND TITLE ( Please print) REPRESENTING BILL NO.
ATTACHMENT -
Joint Legislative Budget Committee
Staff Memorandum
DATE: January 19, 1993
TO: Senator Bev Hennon
FROM: Michelle Fusak, Fiscal AnaIyw
SUBJECT: REQUEST FOR INFORMATION
Attached is a copy of a spreadsheet which illustrates your proposal to cut all Assistance to
Schools line items by a percentage which achieves the " bottom- line" savings outlined in the
JLBC Staff recommendation in an " across- the- board" manner.
The Full Funding column restores the reductions proposed in the JLBC Staff recommendation
other than the 2.7% GNP deflator adjustment. Ln Basic State Aid, Rapid Decline is funded
at 64 % ( which adds $ 1.4 million); Caner Ladder funding is restored ( which adds $ 1 1.9
million); the Teacher Experience Index computation is restored ( which adds $ 9.5 million);
and the Unifud Equity reduction is re& red ( which adds $ 8 million). In addition, the Block
Grant/ Program reductions arc nstored ( which adds $ 3.7 million to the non- formula line
items).
The Prorata Reduction column nducm all line items by 2.6% with two exceptions: First,
the reduction for Prior Year State Aid is included in the Basic State Aid line; the
$ 142,196,400 amount for Prior Year State Aid was appropriated in Laws 1992, Chapter 1,
9th Special Session and, therefore, a reduction would requim amending that law. Second,
Additional State Aid ( the Homeowner's' Rebate) is not reduced due to the tax implications
associated with this line item. The percentage reduction for Additional State Aid is
reallocated to all iine items. For your information, to achieve the Prorata Reduction savings
in Basic State Aid, a reduction in the Base Support Level ( negative deflator) of
approximately 1.4 % will need to be applied to all school districts.
If you need additioual information or have any quesfions, please call me at 542- 5491.
MF: ag
Attachment
xc: Ted Ferris, Dktm
ILBC Staff
January 19, 1993
Department of Educat~ onA nalysis
SPECIAL LINE EMS
Formula Programs
Basic State Aid
Pnor Year State Ad
Additional State Ad
Asstst. to School Districts
Cert. of Ed. Convemence
Permanent Education Vouchers
Perm. Special Ed. Inst. Voucher
Non- Formula Program
Academic Contat Fund
Academrc h t h l o n
Adult Education Pcuutana
Ar Hurnaaiuu Coundl
Az Principal's Acodcrny
Ar Teacher Evaluation
ASS=
Chemical Abuse
Dropout Prevention
Enended School Year
Full- Day Kindergarten
Gifted Suppon
K- 3 Suppon
Preschool Disabilities
Preschool Disabilities Suppon
Preschool At- Risk P r o w
Ratdential Placement
School B m K v t P r o w
SLIAG Adult Educatioa
Tuition Fund
Vocational Ed. a
Voc. Ed. Support
Voc.& Tech. Eduacioa --
Subtotal Non- Formula Proqrolr
Subtotal Formula Pm-l?
1994
JLBC Sraff
Recommendation
Full
Funding w
Prorata
Redualon ** ILBC vs Proram
Spcaal Line Total 1.4 19,434,760 1,454,18930 1.4 19,434,700 SO
Docs not indude fuadiig for the GNP Price Deflata of 27%.
** Includes a 23979% Reduction to all line items except Prior Year State Aid and Addl State Aid.
COSTS OF JLBC RECOMMENDED BUDGET CUTS IN BLOCK GRANT PROPOSAL
CTDS
ATTEND ADULT € 1) ADUCTED ADULT ED ADULT CHEMICAL GIFTED PRE- SCH AT RISRFUNOING TOTAL COST Of
ADM GED PREP ClTZNSHP ABE - ESOC EDUCATION ABUSE SUPPORT AT- RISK K- 3 7- 12 BLK- ORNT 20%
SCHOOLISITE 91- 92 FY 83 FY 03 FY 93 FY 93 FY 93 FY 93 FY 93 FY 93 FY 03 FY03 REDCTN
10306999 Concho Elementary
10007999 Alplne Elementary
10309999 Vernon Elementary
10373999 McNary Elementary
20100999 FI Hudchuca AccommodaUon
70373999 Naco Elementary
70376999 Cochlse Elementary
70042909 Apache Elementary
20345999 Double Adobe Elementary
20349999 Palomlnas Elemenlary
20355988 MtNeaI Elementary
20409999 Benson Elementary
204 12999 Elfrlda Elementary
20422999 Pearce Elemenlary
20453999 Ash Creek Elementary
20404999 Pomemne Ekmenlary
30305909 CheVBlbn Butte Elam
30310999 Malnl, Conseldated Elementdry
40305999 Young Elementary
40312999 Plne - Strawberry Elemenlary
40333999 Tonto Basln Elementary
50305899 8alomonvllle Elementary
50318088 Bonlla Elementary
60322eW clue Elamentrry
80345999 Eagle Elemenlary
70380999 Hlgley Elemenlary
70383999 Agulla Elemenlary
70371899 GenUnel Ekmentery
70375080 Mtlrdrtbwn Eremsntary
to301 999 Madabtirg 6 k m e h t ~ t y
70386999 MoMle Elemenlary
70390999 Ruth Flsher Elementary
70394999 Paloma Elementary
70401999 Phaonlx Elementary
70402008 Rlverslde Elementary
70403999 Temp* Elementary
10405999 Isaac Elementary
70406999 Washlngton Elementary
70407999 Wtlson Elementary
70408999 Orbarn & lomentary
70414900 Cretgftton Elementary
70417999 Toneron Flemshtary
7042t099 Murphy Elementary
70425999 Ltberty Elementary
70428999 Kyrene Elementary
70431999 Balaz Elementary
70433988 Buckeye Elementary
70436999 Mddlrofi Elementary
70440999 Glendale Elementary
70444999 Avondale Elementary
70445999 Fowler Elementary
70447999 Arllnglon Elementary
70449900 Pald Verae Elementary
COSTS OF JLBC RECOMMENDED BUDGET CUTS IN BLOCK GRANT PROPOSAL
ATTEND ADULT ED ADULT ED ADULT ED ADULT CHEMICAL OIFTED PRE - SCH AT RISK FUNDINO TOTAL COST OF
ADM GED PREP CITZNSHP ABE - ES( X EDUCATION ABUSE SUPPORT AT- RISK K- 3 7- 12 BLK- GRNT 20%
CTOS SCHOOLISITE 91- 92 FY 03 FY 93 FY 03 FY 03 FY 93 FY 83 FY 83 FY 93 FY 93 FY 03 REDCTN
Laveen Elementary
Unlon Elementary
Llttleton Elementary
Rao8eveR Elementary
Alhumbta Elementary
Lltchheld Elementary
Cartwrlght Elementary
Pendergast Elementary
Hackberry Elementary
Klngman Elemenlary
Owens- Whltney Elementary
Peach 8pdhgs Elembnlary
Llttlefleld Elementary
Chlorlde Elementary
Topock Elementary
Yucca Elementary
Bullhead Clty Elementary
M6hWe Vklley Eletnenlary
Valentlne Elementary
Zlm merman Accom modalon
Vall Elementary
San Fernando Elementary
contlnenlrl ElmIentbty
Attar Valley Elemefita@
Mary C O'Brlen Accommodallon
Oracle Elemenlary
J 0 Combs Elementary
Caaa Grande Elemsntery
Red Rock Elementary
~ l bEyl rmmfrty
Sacaton Elementary
Toltec Elementary
Stanfleld Elementary
Plcacho Etementwy
Santa Ctur Elementary
Patrponla Ekmantary
Sondta Elementary
Skull Valley Elementary
Klrkland Elementary
Beaver Creek Elementary
Hllblde Elemclntary
Ct6wh KltlQ Elementary
Canon Elementary
Yarnell Elementary
Clarkdale - Jerome Elementary
Coltonwood- Oak Creek Elemen
Yuma Elementary
Sbmbtdn Elemantblp
Crane Elementary
Hyder Elementary
Mohawk Valley Elementary
WetHon Elementary
Gauaden Elementary
( X3STS OF JLBC RECOMMENDED BUDGET CUTS IN BLOCK G WPRO POSAL
ATTEND ADULT ED ADULT ED ADULT ED ADULT CHEMICAL OlFfED PRE- SCH AT RISKFUNOING TOTAL COST OF
ADM GED PREP CITZNSHP ABE - ESCX EDUCATION ABUSE SUPPORT AT- RISK K- 3 7- 12 BLK- ORNT 20%
CTDS SCHOOLlSlTE 91- 92 FY 93 FY 93 FY 03 FY 93 FY 93 FY Ll3 FY 93 FY 93 FV 93 FY 03 AEDCTN
150404999 Ouarlzslle Elemenlary 268 51.000 $ 1.020 $ 2.028 $ 406
1504 19999 Wenden Elementary 60 $ 1.000 $ 1,000 $ 200
150426999 Bor~ seE lementary 37 $ 1,000 $ 1,004 $ 2.004 $ 401
150430999 Salome Consoldated Elementary 123 $ 1.000 $ 30,032 $ 31,032 $ 8,208
ELEMENTARY TOTALS 1753 18 $ 69,000 $ 9.600 $ 0 $ 70,600 $ 1 25.001 $ 282,794 @ 1.420,878 $ 3,121,352 $ 345,312 $ 5,373.7& J4 $ 1,074,760
Benson UHS
Valley UHS
Buckeye UHS
Olendale UHS
Phoenlx UHS
Tempe UHS
Tolleeon UHS
AQua Fda UHS
East Valley Inrtltuts 61 tach
Colorado Rlver UHS
Mohave UHS
Casa Orande UHS
Santa Cruz Valley UHS
Pataganla UHS
Mlngus UHS
Antelope UHS
Yuma UtiS
Blcentennlal UHS
UNION HIGH SCHOOL TOTALS
St Johns Unllled
Wlndow ~ o cukn lned
Round Valley Unlfled
Slhdahl Unified
Qanado Unlned
Chlnle Unlfled
Red Mesa Unlned
f ombrtone Unlned
61ut) re u n m u
Wllldbx U hlfl6d
Bowle Unllled
San Slmon Unlled
St David Unllled
Douglas Uniiled
Slern VlJta Unllled
FlagetaH Urrllled
Wllllams Unllled
Orand Canyon Unlned
Fredonla - Moccasln Unlfled
Page Unlned
lube c ~ t yun lned
35 1
1B6
teo
12004
17900 $ 1 08.000 $ 9,000 $ 541 . OOO
0417 $ 23.000 $ 3 000
2865
1444
784
1218
1453
1789
487
188
I t 3 1
358
8319
158
t '
57ae SP 11.000 $ 1 2,006 $ 541 ,006
COSTS OF JLBC RECOMMENDED BUDGET CUTS IN BLOCK GRANT PROPOSAL
ATTENO ADULT ED ADULT 6~ ADULT ED ADULT CHEMICAL GIFTED PAE- SCH AT RISK FUNDING TOTAL COSTOF
ADM OED PREP CITZNSHP ABE- ESOL EDUCATION ABUSE SUPPORT AT- RISK K- 3 7- 12 BLK- ORNT 20%
CTDS SCHOOLlSlTE 81- 92 FY93 FY 03 FY 93 FY 93 FY 03 FY 83 FY 03 FY 03 FY 93 FY93 REDCTN
Globe Unified
Payson Unlfled
San Carlos Unlfled
Mlnml Unlfled
Hayden- Wlnkelman Uhllled
Dan H~ nton
Sallord Unllled
Thatcher Unlned
Plma Unlled
Ft, Thomas Unlned
Duncan unlned
Cllllon Unlfled
Morencl Unlfled
Wllllarns AFB Accomrnodatlon
Horse Mesa Accomrnodatlon
Mesa Unlned
Wlckenbllrg Unlned
Pbbrla Unlfled
Glla Bend Unlled
Gllberl Unlned
Scotlsdale Unlned
Paradise Valley Unlled
Chandler ~ t# fied
~ y b b tUt nifl6d
Cave Creek UnlAed
Queen Creek Unlned
Deer Valley Unlled
Founteln Hllb Unlled
Lnke Havaru Unllled
Colorado Clty Unlfied
Wlnslow Unllled
Joseph Clly Unlfled
Holbrook Unlflad
Plnan Unlned
Snowflake Unnod
HBbbr -~ veigddrd Unlned
Show Low Unlfled
Whllerlver Unlned
Cedar Unlfled
kayentn UnMed
Blue Rldgo Unlfled
TuClb* Utllnbd
Marana Unlfled
Flowlng Wells Unlfled
Arnphllhealer Unlfled
Bunnyslda Unlled
Tanque Vetde Unllled
AIOU nlfled
Catallna Foolhllls Unlned
Sahuarlta Unlned
lndlan Oasls - Baboqulvarl Unlflec
Florence Unlfled
~ a uynif ied
COSTS OF JLBC RECOMMENDED BUDGET CUE IN BLOCK GRANT. PROPOSAL
CTDS
ATTEND ADULT ED ADULT ED ADULT ED ADULT CHEMICAL GIFTED PRE - SCH AT RISK FUNDING TOTAL COST OF
ADM GED PREP CITZNSHP ABE-€ SOL EDUCATION ABUSE SUPPORT AT- RISK K- 3 7- 12 BLK- ORNT 20%
SCHOOLlSITE 91 - 92 FV 03 FY 03 FV 83 FY 83 FY 83 FY 83 FY 83 FY 93 FY83 FY93 REDCTN
Mammoth- San Manuel Unlf~ ed
Superlor Unll~ ed
Marlcopa Unll~ ed
Cooldge Unlned
Apache Junctlon Unlfled
Nogalee Unlfied
San\ a CTUZV alley Unllled
Prescort Unllled
SedonaIOak Creek Unlfled
Bagdad Unllled
Humboldl Unlfled
Ca rnp Verde Unlflrd
Ash Fork Unlfled
Selgman Unlfied
Mayer Unlfled
CMno Vnlley Unlned
Parker UnlAed
UNIFIED DISTRICT TOTALS
STATE TOTALS 827352 $ 489,000 $ 49,450 $ 541.000 $ 1,059,450 $ 319.417 S8BB. 084 $ 2.401.253 55,138,722 Sl, S37.220 Sll. 840.028 $ 2,360,005
THE ARIZONA CAREER LADDER PROGRAM - FACT SHEET
January, 1993
WHAT IS IT?
The Career Ladder Program is a career development plan for teachers that
Holds teachers accountable for student learning
Supports the advancement of instructional skills
Offers performance- based incentives for teachers
WHAT ARE THE GOALS?
To improve the academic achievement of students
To support the professional development of teachers
To attract, retain, and motivate quality teachers
Participation is optional for districts; it is also optional for teachers
Districts apply for participation in a competitive selection process
Once selected, districts must comply with basic state guidelines
HOW IS EACH DISTRICT'S FUNDING DETERMINED?
The base support level is increased based primarily on student counts
Career Ladder program funding is to cover program costs including staff
development, evaluation, and teacher salary increases
At full implementation, the base support level is increased by 5.0 % or 5.5 %
Districts move through a multi- year implementation phase- in tied to funding
amounts ranging from 0.5% - 5.5% above the base support level; increased
funding is based on evidence of meeting program requirements
WHAT IS REOUIItED IN A DISTRICT'S CAREER LADDER PLAN?
The following major elements must be included in each district's plan:
A structure incorporating career levels with specific performance criteria
Placement and advancement requirements based on increasingly higher levels of
performance, including-
1) Improved or advanced teaching skills
2) Documentation of student progress
3) Additional instructional responsibilities
Fair and objective evaluation procedures and instruments
A compensation system based on a completely restructured salary schedule that
reflect equal pay for equal performance
Opportunities far staff development for teachers and administrators
Involvement of teachers, administrators, school board and community members
in program development, implementation, and evaluation
Provisions for ongoing review and development of the program and its elements
WHICH DISTRICTS PARTICIPATE?
A total of 21 districts currently participate in the Career Ladder Program; the approval of 8
additional districts to participate beginning FY 1993- 94 is pending State Board action
Group I districts and the year of their initial involvement in the program:
Phase I
( 1985- 86)
Phase I1
( 1986- 87)
Amphitheater Unified Ca! aha Foothills Unified
Apache Junction Unified Mesa Unified
Cave Creek Unified Window Rock Unified
Flowing Wells Unified
Kyrene Elementary
Peoria Unified
Sumyside Unified
Phase III
( 1987- 88)
Creighton Elementary
Dysart Elementary
Ganado Unified
Litchfield Elementary
Group 11 districts, new to the program beginning FY 1992- 93:
Chandler Unified
Crane Elementary
Payson Unified
Pendergast Elementary
Safford Unified
Scottsdale Unified
Tanque Verde Unified
Group I11 districts, recommended to join the program beginning FY 1993- 94 ( subject to approval
of the State Board of Education on 1/ 25/ 93):
Agua Fria High School
East Valley Institute of Technology
Flagstaff Unified
Patagonia High School
Sanra Cruz Valley High School
Show Low Unified
Tolleson Elementary
Topock Elementary
WHAT ARE PROGRAM COSTS?
1990- 9 1 total funding $ 20,285,000 ( 14 districts @ 5.0% or 5.5%)
199 1- 92 total funding $ 21,241,000 ( 14 districts @ 5.0% or 5.5%)
1992- 93 estimated total funding $ 24,285,000
$ 23,764,000 ( 14 districts @ 5.0% or 5.5%)
S 521,000 ( 7 districts @ 5%)
1993- 94 estimated total funding $ 26,202,000
$ 24,819,000 ( 14 districts @ 5.0% or 5.5%)
S 1,053,000 ( 7 districts @ 1.0%)
S 330,000 ( 8 districts 8 0.5%)
HOW MANY STUDENTS ATTEND SCHOOL IN CAREER LADDER DISTRICTS?
Career Ladder districts
All Arizona school districts
( Approximately 34% of Arizona srudellfs currently mend school in participating
Career Ladder districts- Groups I, 11 and 111 are reflected; i@ onnannnaisn doenr ived
from the 1991- 92 Annual R~? Doof t~ he Superintendent of Public Imtruction)
HOW MANY TEACHERS WORK IN CAREER LADDER DISTRICTS?
Career Ladder districts
All Arizona school districl
( Approximately 32 % of all Arizona teachers work in Career Ladder districts; most
recent research indicates that, in career Iadder dismmctsa @ l implementation,
approximately 50% of those eligible to pammcipate are part of the career ladder
program - Roups I, 11 and 111 are reflected; infonarion is derived fiom the
1991- 92 Annual Repon of the Su~ erimendento f Public InstructiorL)
For further information, please contact:
Dr. Linda Fuller. Career Ladder Program Director
Arizona Department of Education ( 602) 542- 5837
-- . ARIZONA CAREER LADDER PROGRAM
IS NATIONAL NEWS!
The Arizona Career Ladder Program was featured in a recent issue of U. S. Yews & World
Re~ oritn an article devoted to exploring examples of nine types of educational reforms
currently being implemented around the country. In this review of what are characterized .
as " particularly promising reforms," the author suggests that the Career Ladder Program
reflects innovative practices that will contribute to improving the performance of public
schools. The complete artide is attached for your perusal.
THE
PERFECT
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. - I SCHOOL INCENTIVES FOR
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reuitalizing teaching and refocusing
the confused mission of American education
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** You will find the full- sized version of this section on page 57 of the article **
U. S. News o ffe rs a prescription for
revitalizing teaching and refocusing
the confused mission of American education
B uilding " the new American school" is in vogue. The Edi-son
Project, entrepreneur Chris Whittle's ambitious at-tempt
to create a private school system educating 2 million
students on 1,000 campuses, will announce its prototype next
spring and plans to open its first schools in 1996. Next fall, ll
groups ranging from Outward Bound to the small town of
Bensenville, Ill., will introduce visions of re-designed
schools they have drafted under
the auspices of the New American Schools
Development Corp. ( NASDC), a business-backed
nonprofit. goup organized in 1991 at
the behest of the Bush administra-tion.
The nation's schools are in desper-ate
need of such bold efforts. While the refom movement of the
1980s elevated the mission of public education - to include high
academic aspirations for all students, not merely for the @ ted
and the privileged- in practice, it has mostly meant tinkering
with a fundamentally flawed machine. Neariy 10 years and
billions of dollars after the landmark report " A Nation at Risk"
warned of a " rising tide of mediocrity" in education, most U. S.
Math at center court. Speclnlized scftools can b~ lloi~ sedi n n rnnev of'ptrblic spaces.
schools are not performing up to today'r
new, higher standards. .4s Secretq of
Education Lamar Alexander has lament-ed,
" We don't need faster Pony Express
horses in . American education, we need
the equivalent of the telegraph."
Now, the reformers are returning to
their drafting tables- this time not to
tinker, but to reinvent schools from top
to bottom. The Edison Project, for in-stance,
is contemplating schools that
educate kids from birth to age 18.
schools with high- tech student " desks"
and other radical departures. Under
NASDC, the Outward Bound plan calls
for a curriculum built on a series of stu-dent
expeditions.
Both the NASDC teams and Whlrtle
plan to spend millions to launch their
visions. Ultimately, however, the inno-vations
and reforms that will be widely
adopted by the nation's 84.500 public
schools are those that will allow educa-ton
to do more for less.
fn recent months, U. S. News h& visir-ed
public school sysrerns throughout the
nation in pursuit of partikulariy prornis-ing
reforms. The magazine has found
nine innovations that, taken together,
would dramatically improve the per-formance
of the nation's public schools
without requiring a great deal of addi-tional
funding. They represent a begin-ning-
the foundation for imagining the
perfect public school.
ENTREPRENEURS
In more than half the public
schools in Dade County, Fla.,
teachers help to hire pnncipals.
drafe budgets and shape curricula under
a mdid experiment launched in 1987.
Mimaesata lawmakers went even fur-ther
in IWl, permitting state- licensed
teachers to start- up and run indepen-
$ em @ Eic schools under three- year
contracts with local school boards.
Amwzck the country, the idea of allow-
Ing teahers to act as " educational en-treprermm''
is proving to be a powerful
l o w - a ~ st rategy not only for raising
t i r a c k performance but also for at-tndmg
md keeping the best and the
bffghtest in the profession.
Granting teachers " ownership" of
their schmIs is a radical notion in pub-lic
eduarion. A long tradition of bu-reaucratic
authority has relegated
reacher5 to the role of old- style assem-b
i y kw orker in schools, w~ thli ttle or
uo mle m. decision maklng. But educa-
A5 CS. plEM5 41 WORLD REPORT. J.&\ XARY 11 193
' ~ ~ O O RLEF
/ I
tors have become increasingly 3ibare ~ n
recent years of the untoward sonsr-quences
of this hidebound practicr.
They began seeing more and more
dispirited teachers merely qoing
through the motions in class- I[ they
showed up at all. Absenteeism rates as
high as 20 percent were leaving more
and more students in the hands of ill-prepared
substitutes.
By contrast, teachers thri\. c when
they are given a voice in runnins thelr
Puul. the students are given teachers' : their doors and essent~ aiih~ e acco~ nt-home
phone numbers and encouraseci ; d ~ l eto no one." says . Clicheilo Fine, a
to call tor he! p attei rezular school 1 ps! ch~ logist 31 City Unlversitt oi 4.2:~
hours. In Dads Count];. teacher- led i York 2nd the drchirec: of the Philadel-elementap
school voted to offer classes 1 phia plan. " Xot so when you are a
on Saturday. The staff expected 50 sru- I member of a jmall team."
dents: 200 slgned up. i The changed slimatz in many small
Granting teachers autonomy tends to schools pays tang~ ble dividends as well.
go hand in hand with a movement toward A 198: study of 744 comprehensive
smaller schools. Increasingly. large / hish schools by researchers Robert Pitt-
" comprehensive" high schools are being / man and Perri Haughwout found that
dismantled and divided into schools I the dropout rate at schools w~ th more
chose textbooks they considered more
appropriate for their largely Hispanic
student body.
Signs of commitment. Teacher dedica-tion
and involvement have risen drarnat-ically
as a result of these reforms. '- We
were struck by the extent to which teach-er
decisions served the interests of the
school rather than that of indi\. iduals."
write researchers Charles Kerchncr and
Julia Koppich about Dade County
schools in a forthcoming book on the
teaching profession. " Through the expe-riences
of peer evaluation, hiring or
making decisions together. teachers
have become more committed to and
more supportive of one another." Exam-ples
of teachers' commitment are plenti-ful.
Not only is there no teacher absen-teeism
problem at City Acadrm! In St.
ship role. A seven- member fac- Battling alienation. Small programs are more personal rirnrr .. comprehensive ' ' high schoois.
ulty " council" divided the insti-into
three independent
schools. each boasting its
own academic specialty and
team of teachers.
Although the Philadel-phia
reformers did not ex-plicitly
intend to increase
teacher autonomy. that is
just what the:, have done.
Teachers are given a larger
stake in Furness's small
programs. They play a ma-jor
role in the prograrns'
designs and receive a pot of
discretionarv funds to
tution into 11 groups of about 160
students and four teachers each. and
the teachers have used their new au-tonomy
and power to redesign rhe cur-riculum.
Among other things. they
higher rates of class cut-ting,
absenteeism and
classroom disorder in large
schoolg.
Giving teachers deci-sion-
making responsibility
and the freedom to inno-vate
also helps recruit top
talent into teaching. Xn in-dependent
1991 study of
Dade County's teacher- run
schools concluded that
" the involvement of teach-ers
in decision making"
was " making the orofes-within
schools that provide a more per-sonal
atmosphere. As part of Philadel-phia'sattempt
to" reinvent the neighbor-hood
school," for instance, the 1,000-
student Furness High School was divided
than 1.000 students was twice that of
schools with 667 or fewer students. And
a 1988 study of 357 high schools by Unl-versip
of Chicago researchers Anthony
B? k and Mary Erina Driscoll revealed
spend each iear. These opportunities sion more attractive..' 0; e indi'cation:
have produced an increased sense of
collegiality among teachers- as well as
a greater degree of shared responsibil-
The number of applications for each
teaching slot in Dade County has risen
from r\\ o to eight since the shift to
ity. Trudit~ onally. " teachers could shut teachtr- run schools.
Byzantine bureaucracy. By cumng its bloated adrninrstmtion in haif; Cincinnati fowrd millions of dollan for acadernrc reform.
in state- of- the- art lighting and heating
and cooling systems, having calculated
saving ( and profits) of 5100,000 yearly
on heating and cooling alone.
Educators view the assauit on red
tape, inefficiency and corruption as a
way of paying for the substantive educa-tional
reforms that are so desperately
needed. Cincinnati, for example, is put-ting
much of its $ 16 million windfall back
into a new social- studies cumculum and
other instructionai projects. On average,
only 60 percent of public school funding
is spent on instruction in schools, ac-cording
to a new study by researchers
Bruce Cooper and Robert Sarrel.
Many reformers see central office cut-backs
as part of a larger philosophical
shift. " We had too many people creating
too much paper," says Cincinnati's Su-perintendent
J. Michael Brandt. " If you
let principals and teachers make deci-sions,
you have less need for central ad-ministration
telling you what to do."
.. TRAINING IN
ME CLASSROOM
0 bstyear, Peter Kressler, aveter-an
history teacher at Holt High
School outside of Lansing,
Mich., co- taught instructor Trudy Sy-kes's
colIege- level course on the teaching
of social soudies. But the course was not
taught sa the Michigan State University
campus, where Sykes is on the facul?. It
SLASHING THE
I BUREAUCRACY
I 0 Last spring, on the recommends-tion
of a panel of Ohio corporate
leaden, the 50,000- student Cin-cinnati
public school system slashed its
administration by 51 percent. Sixty- five
positions, from assistant superintendents
to supervisors, were abolished, saving the
city 516 million over NO years. In Balti-more
last summer, school official^ turned
over the physical plant operations of nine
public schools to Johnson Controls, a for-profit
company that is maintaining the
schools with fewer staff members.
One of the major obstaqles to quality
education has little to do with teaching
and textbooks. Public schooling's vast in-frastructure
- from those who change
the light bulbs to the bureaucrats who
- push the paper- has grown so unwieldy
and idiosyncratic that it is more often a
hindrance than a support to education.
Around the country, educators are scru-tinizing
everything from plumbing to
supply requisitions, looking not only to
stretch scarce tax dollars but also to im-prove
morale that has been deflated by
frustrations over the bales of red tape.
Distorted power. It is not just the size of
the public education infrastructure that
reformers find maddening; some of it is
corrupt or just plain bizarre. For exam-ple,
buried in the widely publicized Chi-cago
Sch- 001 Refom Act of 19% was a
3 CSSELb5 d WORLD REPORT I.?..\- iiAY : L : 9? 3
clause giving Chicago principals the au-thority
to have keys to their schools; in
the past, only janitors had keys, and they
had the right to deny keys to their princi-pals.
The results of a yearlong investiga-tion
of New York City's school custodi-ans,
released in November, showed that
custodians routinely put nonexistent as-sistants
on their payrolls and pocketed
the ghost worken' paychecks. A recent
report by the Texas Auditor's office iden-tified
S640 million worth of inefficiencies
in the state's public schools. It cited one
Texas county that had 12 school sys-tems
- with 12 school boards, L2 superin-tendents
and so forth - that together en-rolled
only 5,000 students.
Despite the huge sums of money in-volved,
financial accounting is a low pri-ority
in education. The Texas audit re-vealed
that more than half of the state's
I35 largest school systems had no internal
auditor on their payrolls. " Many school
systems have no idea how their money is
spent in schools," says Robert Martin, an
education expert at the U. S. Chamber of
Commerce. " I can't believe that we've
been making decisions in a $ 240 billion
industry without that information."
In contrast, privatization is cutting red
tape in Baltimore - and making schools
more attractive places for teaching and
learning. Shards of glass no longer litter
the playground at Harlem Park Middle
School, and the graffiti are zone from the
walls. Bathrooms have soap and paper
towels once again. Repairs that in the
past took two years are now completed in
days. Johnson also plans to invest heavily
was taught at Holt High. where Kres-sler's
senior history class served as a lab.
This unusual teacher- professor col-laboration
is a reflection of Holt's
unique role as a " clinical school." a pub-
Ilc school & orking closely with a univer-sity-
level school of education. Function-ing
as teaching hospitals do in the
training of new doctors. clinical schools
aim to replace the traditional six weeks
of student teaching with a far more in-tensive
regimen that includes not only
teachers in training but also teachers in
their first few years on the job.
This new model of inducting teachers
into their profession is sorely needed,
educators say. Not only have many edu-cation
courses become irrelevant to
public school teaching, but over-stretched
school systems tend to throw
rather than ease new teachers into their
extraordinarily difficult jobs. Partly as a
result, fully a frfth of the new teachers
in some school systems abandon their
jobs after a year.
Creative pairings. But at clinical
schools, student teachers and entry- level
teachers are taught the latest classroom
techniques by colleagues with experience
in the trenches. At Holt, they are im-mersed
in discussions and demonstra-tions
on teaching, led by MSU faculty
members and Holt's staff. One fixture on
the school's weekly calendar is a 2V2-
hour Wednesday morning meeting on
creativity in the
classroom. During a
recent session, Dan
Chazan, a Michigan
State faculty mim-ber
who is team-teaching
a Holt aige-bra
class this year,
joined several Holt
staffers in discussing
an innovative tech-nique
- pairing stu-dents
with orofes-sionals-
who I& math
in their dailv work. as
a way of making math " real" to2studentsI
At present, there are only a few
schools like Holt nationwide. But agroup
of influential Michigan political, corpo-rate
and education leaders has proposed
that within a decade, there be a network
of clinical schools to train all the state's
new public school teachers. " You don't
want to induct new teachers into medio-cre
schools" where exemplary teaching is
neither exhibited nor valued, says Michi-gan
State Prof. Gary Sykes.
The teacher- training program at Holt
sends a strong signal to beginning teach-ers
that they are entering a profession
with high standards. Student . teachers
Ctinical model. Holt High School is
modried afrer a reaciri~ lyl ~ osplrai. I t is
otze of a halldjill ofsclloois rlror work
collaborati~. elyw ctll local coilrgrs to irnln
ttew ieacizet- r r17 rl~ ec las~ t. oorn.
" get d o ~ nto seriouh teaching much
quicker because ot this laboratop szt-t~
ng." s ays Trudy S~ kesT. he chance to
work in clinical schools and to help train
new teachers is also a point of profess~ on-a1
pride to top veteran teachers. * hose
talents often go unrwarded In public
schools. In Loui~~. iilKe. y .. teachers at
clinical schools are helping to design and
teach Unibersity ot Louisville educatlvn
courses that are rLlught at the cl~ nical
schools. MSU otticiaib are consicier~ ng
making Holt's $ elitor teachers adjunct
members ot ths b1SL taculty. furtiler
incre~ rbingt he~ r> t , ~ t u \ .
Clinical \ chool\ . L I ~ O help hecp uni\ cr-
sip faculty in touch with the realities of
classroom teaching. Professors who are
in schools like Holt every day simply
cannot approach pedagogy as an ivory
touer abstraction: they are forced to
grapple with student aiienation, lack of
supplies and other inrrusions on ideal
classroom instruction.
Some reformers see clinical schools as
a way to bolster the academic grounding
of teachers entering the profession. The
courses designed by clinical school
teachers in Louisville. for example, per-mit
college graduates with degrees in bi-
0109 and literature to cam teaching li-censes
b? spending one year at a clinical
school wrthout having to endure educa-tron
courses on a college campus. Ulti-mutely.
reformers suggest, clinical
schools might permlt the nation to by-pass
the superficiality of education de-crees
~ lltosether.
LESS- IS- MORE
CURRICULUM
Teachers aren't assigned to de-partments
at University Heights
High School in the Bronx. And
the school's 375 students don't roam
from class to class during the day. In-stead
the academic school day is divid-ed
into two two- hour blocks and the
faculty is divided into six interdisciplin-ary
teams that spend a semester with 60
students studying themes like the
American dream and global citizenry
from different perspectives.
University Heights is one of a small
number of high schools that are at-tempting
to raise
student achievement
by teaching fewer
subjects more inten-sively.
The cumcu-lum
in a typical sec-ondary
school is
littered with elec-tives.
and in many
classrooms teachers
race h m one topic
to another in a fren-zied
attempt to get
through overstuffed
course outlines by
June. A failure to & t priorities in the
U. S. high school cuniculurn has result-ed,
among other things, in textbooks so
crammed with top~ csth at they deal with
none of them in depth.
" Teaching in U. S. schools trivializes
by being superficial," says Theodore
Sizer, a leading school reformer. " Even
in hatshot high schools, the quality of
students' writing makes it clear that
something is wrong. Kids need to wnte
and rewrite and rewnte. That takes
time." Suer is highly cntlcal of the cha-os
in the typ~ cal curr~ culurn, where
" math is unrelated to sclence IS unrelat-ed
to French." The solutlon IS to teach
fewer subjects in greater depth and bet-ter
illuminate the connections between
them. Says Suer: " Less is more."
Seek of laming. Thrs fall, a team of
four University Heights teachers and M)
studenrs concentrated on the theme
'' seeds of change" - the Colurnbran ex-change
af plants and anlmals between
Europe md the Americas during the Age
of D~ scoreryT. he " seeds" - corn, sugar
cane, horses- became a vehicle for
s t u w g botany, chemistry. geography.
economics, politics, math. history. Iltera-ture
and art. Universrty Herghts students
stu* a new theme wrth a new faculty
team every semester through graduation.
Lengthier classes and interdisciplin-ary
teaching draw students deeper into
the subject matter. " In a traditional cur-riculum,
you memorize Columbus's
name and 1492," says science teacher
Luis Reyes, a member of the " seeds"
team. " Here. students are putting facts
together- they understand the relation-ships
of the information they are learn-ing."
To students, the University
Heights teaching method is more de-manding
but ultimately more reward-ing.
" It puts responsibility on you to
learn," says junior Amy Sabater.
Measure for measure. This approach
to cumculum reform has demonstrable
benefits. A study by two UCLA re-searchers
of an interdisciplinary cumcu-lum
in 29 Los Angeles schools found
that students in the program wrote bet-ter
than their peen, had a stronger grasp
of abstract concepts and, as a group,
were absent from school less and
dropped out at a lower rate. Such results
are another argument against compre-hensive
high schools and their sprawling
course offerings. Says Sizer " Schools
don't need to offer six foreign languages.
You learn a language to learn how to see
the world through a different linguistic
lens. In that sense, it doesn't matter
what language you study."
But Sizer's less- is- more philosophy re-quires
teachers who are better grounded
in their subjects than most now are. Sev-enteen
percent of all U. S. public high-
% U. 3. NEwS 9r WOHU) REPORT. JA'iYARY U iW
school teachers have less than a college
major or minor in the subjects they teach
most frequently, according to the U. S.
Department of Education. That number
is much higher among science and math
teachers, For an interdisciplinary cumc-ulum
to be adopted widely, states would
have to drop the requirement that teach-ers
hold a degree in education- and in-sist
instead that they bring a solid aca-demic
grounding to the classroom.
TESTING STUDENT
PERFORMANCE
Last spring, 140,000 Kentucky
4th. 8th and l2th graders took a
revolutionary set of statewide
tests. It included projects requiring small
groups of students to synthesize knowl-edge
from a numberof different subjects,
as well as portfolios of students' writing
gathered during the school year.
Mandated by Kentucky lawmakers as
part of a sweeping 1990 school reform
package, the new tests are a sharp de-parture
from the low- level, largely mul-tiple-
choice tests that the nation has re-lied
on to gauge the performance of its
schools. Already, the Kentucky tests are
presenting a truer picture of what stu-dents
are learning- and not learning.
What's more, they are sparking teaching
and cumculum reforms in many Ken-tucky
classrooms. Reformers in other 1
states are turning to these new " per- i
formance" tests as well. 1
Educators have become increasingly 1
dissatisfied with the rote learning and i
lowly skills measured by standardized 1
tests and with their effect on teaching.
To get students ready for multiple- 1
choice exams, teachers spend weeks
drillins them on work sheets and other i
dull exercises. By contrast, the more so-phisticated
Kentucky tests demand a dif-ferent
kind of classroom instruction.
" Kids are being asked not only for the
answer but also for how they got it;' says
Lennie Hay, principal of the 600- student
J. Graham Brown School in downtown
Louisville. Geometry students, for ex-ample,
not only
solve problems but
also provide prose
explanations of their
reasoning.
The new tests
h'ave enlivened
teaching in many
classrooms and en-couraged
the kind
of interdisciplinary
thinking that school
reformers have been
calling for else-where.
Such work is
necessary preparation for the rigorous
thinking required in the exams. One
question on last year's test, for instance,
posited that Washington. D. C.. had been
i
bombed and asked students to draft the
outline of a new government. using the
ph~ losophies of Hobbes, Locke, Rous-seau
or Montesquieu.
Kentucky's new testing system is four
times as expensive as the old multiple-choice
tests. It is also tough on teachers,
who must spend a good deal of uncom-pensated
time assembling and grading
portfolios. But the biggest challenge of
performance testing is ensuring that es-says
and portfolios are graded against a
common standard. A recent Rand Corp.
study of Vermont's four- year- old port-folio
program found troublesome incon-sistencies
in teachers' evaluations - a
problem Kentucky has sought to avoid
by training teachers extensively and re-scoring
samples of tests.
The scores on the first round of testing
under the new Kentucky law have been
sobering. Only between 1 percent and 14
percent of Kentucky's students were rat-ed
" proficient" or " distinguished" by the
state. Even so, school officials prefer a
more accurate assessment of their stu-dents'
progress, and they believe the
classroom reforms will in time meet the
" world- class standards" that Kentucky
officials demanded of the new tests.
INCENTIVES FOR
GOOD TEACHING
Marsha Flores is a top special-education
teacher at Sunnyside
High School in Tucson, Ariz.
Her classroom skdls have earned her
two promotions in recent years and add-ed
53,900 to her yearly salary, bringing
it to f 32,000.
The rewarding of Flores's talents
would be unexceptional in most fields,
but in public school teaching it amounts
to heresy. In the vast majority of school
systems, tradition and union contracts
dictate that teachers be paid strictly on
the basis of the college credits they have
amassed and the yean they have spent
in the classroom; the quality of their
teaching is ignored. As a result, school
reformers argue, teaching often fails to
attract and retain talented people who
reject the notion of being paid the same
salary as an incompetent colleague
down the hall. The Sunnyside Unified
School District and 20 others in Arizona
are in the vanguard of a movement to
tie pay and promotions to performance.
Professional pride. Marsha Flores
earned her promotions and a fatter pay-check
by climbing ? four- rung " career
ladder" introduced In 1985- 86. The op-portunit!
to win prornotlons and take on
new rzspons~ b~ irtiews ithout having to
leave [ he classroom for school adminis-
[ ration has improved teachers' morale
and elevated teach~ ng's status. " Being
pard on how well you perform rather than
how long you've done something adds
legitimacy to the profession," says Sun-nyside
English teacher Jim Heintz. " Not
all teachers are equally oood, and it is
archaic to think they are.?'
The career ladder also has required
Sunnyside and other schools to scmti-in
reducing the rate of Cs3chrr ~ ttntion
from 10 percent in 1980- 51 : o 4 percent In
1990- 91. The improved teaching talent
isn't gratis. Arizona is spending 924 mil-lion
this year on career ladders. which
involve 9,400- 29 percent - of the
state's teachers.
States such as South Carolina and
Kentucky, meanwhile. are introducing
schoolwide incentives to ensure that
principals and teachers who are granted
greater authority over their schools are
held accountable for their performance.
I Merit pay. Outstanding reachers get rewarded at Tucron's Sunnyside High.
nize their teachers' work far more care-fully.
Traditionally, teacher evaluation
has been superficial and arbitrary in
many U. S. schools, with principals do-ing
little more than sticking their heads
in classrooms once or twice
a year. At Sunnyside, teach-ers
attempting to advance
face four classroom inspec-tions
by teams of trained
evaluators that include
teachers from other
schools. They are also
judged on the quality of
their academic planning
and on various evaluations
of student progress through
their course work.
Arizona's teacher ladders
are fulfilling their aim of at-
Each Kentucky school will receive a
'' benchmark" grade later this month,
based on student test scores and factors
such as attendance, dropout rates and
the percentage of studencs who make a
tracting and retaining talented teachers.
A study of the mesa Unified School Dis-trict.
Arizona's largest, found that the
district's career ladder played a key role
successful transition to fur-ther
schooling or work.
Teachers In schools that
improve their performance
on these measures over the
next two years will be eligi-ble
for at least 945 million in
bonuses. Schools that don't
improve face state sanc-tions,
and their teachers risk
ioss of tenure, mandatory
supenision and even dis-missal.
Ultimately, the state
is authorized to shut down
failing schools. Savs Princi-pa1
Lennie Hay of the Brown School in
Loutsuik " The new benchmarks have
kind of uppzd the ante for all of us, in a
real specific way."
U. S. NEWS & WORLD REPORT. Jmmu~ 1% 57
TECHNOLOGY
FOR LEARNING
Westfield High School IS a small
school in a small t o ~ ~ In nr ural
southern Indiana. - a school that
only a generation ago would have been
restricted by its isolation. But today.
thanks to the schooi's investment in
technolog, its social- studies teachers
are able to enr~ ch their instruction on
international trade by bringing into
their classrooms live coverage of French
farmers demonstrating in Strasbourg or
by discussing the subject live with a uni-kc-
-,
Teachers c; in use J simple ~ 1iunnc. i ~ , I , , I L ~ . Ie~ rners" In many high- tech
chanser In the~ rs iassrooms io J~ spi.~) : i. ii\ roorns. > J> S D I S ~ ~ SIuCp: e rintendent
i~., er). thins from neLb.; p: iper article> . ind Jc:::~! Heler.
educationui graphics to films . ind. in [ he T-.: hnolog:, ~ l s uca n help ~ ddressth e
cuss of Westtield. li\ e proyrammlng ! I.: prclhiern ot ! elisher qualit) that plagues
satellite. .; a many j~ hools. Wrsttield iv~ shington
Much of the material is stored In J j D~> tr~ csCaste llite hookup ulll permit its
single " technology distribution center.' 1 rn~ ddle school to offer courses In Japa-servlng
the entire school system. Teuch- nee. Latin. French 2nd Spanish for the
ers in their classrooms electronically first tlme next fall. The courses will be
" check out" of the libraryliks center the taught by certified teachers hired by TI-material
they want to use. and ~ t is " de- ; IN Xenuork. a provider of " distance-livered"
to their rooms with the push ot I learning" programming.
a button. The technolog also allous I f introduced on a large scale. experts
Westfield teachers to create their own say, cutting- edge techno109 could im-multimedia
materials. / prove public educati0n. s bottom line
Wdeo appeal. To students nurtured on i significantly. Congress's Office of Tech- Nintendo, multimedia materials make nolo- q- Assessment recentlv reported " a
versity prof& or in dalifornia ~ vhois an learning more fun. To edu- general consensus that the
authority on sanctions and embargoes. cators eager to improve the appropriate assignment of
New technologies have the power to quality of instruction in the new technologies within
, open up the world to students in nation's classrooms. today's effectively organized
schools like Westfield High. Thanks to technology offers opportu- schools could make a big
the largess of GTE, several other tech- nities f ~ lerss teacher lectur- difference in academic
nology companies and nearby Ball State ing and more hands- on, in-
University, every classroom and office terdisciplinary learning of But the cost of getting
in the three- school, 1,919- student school the sort advocated by cumc- the newest technology into
district is equipped with a TV monitor ulum reformers. Students classrooms is likely to be
and wired into a fiber- optic network. become " active rather than high. The computers in
many public schools are outdated and
used primarily for drilling students in
basic shlls. Buying hardware and soft-ware,
wiring schools with fiber optics
and training typewriter- generation
teachers to use the new equipment are
all expensive. Yet in the long run, tech-nology
can produce savings. The total
cost of the new foreign language
courses in Westfieid Washington will be
about $ 2,000, a fraction of what i t
would cost to hire teachers locally.
While no amount of technowizardry
is going to do away with the need
for high- quality books, teachers
and schools, educators are begin-ning
to see technology's potential
to transform and improve teach-ing
and learning.
CHOICE AND
COMPmnON
This week and next, 800 or
so parents planning to en-roll
students in the Cam-bridge,
Mass., schools next fall will
stop by one of 10 locations around
the city to record their preferences.
By late February, officials will pair
the students with schools, granting
90 percent of families their first,
second or third selection.
School choice - permitting stu-dents
to select the schools they at-tend
rather than assigning them to
" neihborhood" schools- has be-and
cinder- block fortress in a middle-class
ns~ ghborhood. Tob~ n has created
three special programs to attract stu-dents:
a. computer- onented " school of
the future." an enrichment program for
disadvantaged children and a prosres-sive
elementary program. Programs that
fail to attract students are allowed to
contract. making way for more popular
alternatives.
The pressure that choice puts on edu-cators
in Cambridge stems from the fact
that the citv's families are required to
teachers' stake in their schools. motlvat-in:
them to work harder. The city's j
dropout rate has declined from 9 per- j cent to 2 percent a year since the intro- ~
duction of school choice a decade ago, j
and daily attendance is over 90 percent, j high for an urban school system. Teach- ; er absenteeism is 5 percent. low for an !
urban school system.
The Cambridge choice plan also en-courages
parental involvement in kids9
schooling - a key educational ineredierat.
The Dercentaee of the cttv's students at- I
moted the idea of permitting students to
travel between school districn in search
of stronger schools, a policy that has had
a poor track record. But a third type of
school choice, one that n q u i m students
within a public school systemtoselect the
schools they attend, is proving to be a
valuable reform, in Cambridge and else-where.
Well- designed " intradistrict"
choice plans spur improvement and in-novation
in schools and help motivate
students and teachers.
Cambridge's choice plan confronts
schools with a clear proposition: Offer a
strong program or risk having disgrun-tled
parents vote with their feet. " You
have to constantly prove y o u ~ l f . " sa ys
Don Watson, principal of Cambridge's
Tobin School, a 700- student concrete
comk a huge and divisive issue in Informed consumus. Chow Carnbndge parenu spu local sch&~ Gim prove.
education. Claiming that competi-spurring
schools to improve
themselves.
The Cambridge model
produces the benefits of
competition while avoiding
the likely pitfalls of publicly
funded vouchers for private
school parents: a large trans-fer
of public money to exist-ing
private schools that
would not stimulate any new
competition among schools;
educational " triage" in the
inner cities, with students
left behind in public schools
tion is a key to improving public educa-tlon,
some choice advocates have pressed
forvouchers topubliclyfundprivateedu-cation,
a notion that is essentially untest-ed
in the United States. Others have pro-ending
up worse off and a significant
amount of fraud and abuse.
Public school choice in Cambridge.
by contrast. increases students' and
communities - where there
are few schools to choose
from. Even in cities and
suburbs, choice works only
when there are real differ-ences
between schools. Be-fore
implementing what's
probably the nation's best-known
intradistrict public
school choice plan, the su-perintendent
of Communi-ty
School District 4 in
East Harlem, N. Y., encour-aged
groups of teachers to
open a wide range of inno-select
schools. In voluntary choice pro-grams
like Minnesota's, by contrast,
fewer than 2 percent of the state's stu-dents
participate; such programs conse-quently
have been a lot less effective in
vative in the distsct. Today,
there are 53 " schools" housed in the dis-trict's
10 buildings. Choice sees hand in
hand with other reforms like teacher au-tending
public versus private schools has
risen from 80 percent to 88 percent since
choice was introduced.
Public school choice isn't likely to
work well in sparsely populated rural
1 No hoiiday. Beutun Hyil i r r Onkluntl LS one oj'a iiandfrll o,/ cclroui\ open war- round. I cent. Half of the Japanese performed as ,
- -
* E l 6 9. WORLD REPORT. JANUARY 1L l% 3
ell as the top 5 percent of Americans.
A longer school year also allows stu-
: nts to take more courses. To Greg
ash, a junior at P a w McCluer High
: hool in Buena Vista, Va., where a 218-
ly school year is broken into four quar-rs,
a longer school calendar means be-g
able to enroll in a college- level
ology course this winter. He took a
quired prerequisite in chemistry dur-g
the last summer quarter, where
anes run four hours in length. Though
mmer quarter is voluntary, 60 percent
the school's 400 students enroll.
Backsliding. Research reveals that kids
je a lot of ground educationally while
: ting their minds lie fallow during the
rnmer. The New York Board of Re-nts
has found. for example, that teach-s
spend on average the first month of
2 fall semester reteaching material for-tten
over the summer. The problem is
rticularly acute for students from im-verished
families because they often
ve fewer opportunities to learn during
rnmer vacations. The New York study
~ ntdha t affluent students gain an aver-
? of one month of knowledge during
: summer, disadvantaged students lose
. ee to four months.
Extending the school year does not
ve to break the educational bank.
acher salaries, air conditioning and.
nsportation are the largest expenses.
arles Ballinger, executive director of
: National Association for Year-
: und Education, a California- based
mcacy group, estimates it would cost
30 million a day to increase the school
lr nationwide. or about 20 percent less
n the daily costs of the regular 180- day
Lr. However, Beacon High School, a
all private school in Oakland, Calif., is
: n 240 days a year and charges only
1000 in tuition, less than the average
7Lic school spendsper student. Beacon
nages this by keeping a bare- bones
ninistrative staff and paying its teach-about
$ 32,000 for 12 months' work,
5 than'the typical public school teacher
ns under a nine- month contract. - .,
\ decade ago. the authors of " A Na-
1 at Risk" argued that the U. S. school
r should be as long as 220 days. Their
~ mmendation is still a solid one. Of
rse, lengthening the academic year in
sols plagued by other problems isn't.
ly to yield great returns in academic
ievement. The best strategy? In-ise
the quality and the quantity of
loling in America. rn
THOM~\ S TOCHw m~ mw -. KWU
ULS IN C H W . N& U3' LINMN LV T- MLSSY
IN &.% TON JILL S I W IN MIAMI. MIKE JENNNS M
. lux L\ D MIKE TIW IN SAN FWISCO
'
I
-
..
.
:
,
.
..
- I
,
:
;
-.
i
DEP. 4RTMlC~ T OF DL- C ATION
COMPARISON OF MAJOR POLICY ISSL- ES
MAJOR
ISSL,' Es
Overall Budget
GNP Pnce Detlator
Student Growth @ g. 9)
Assessed Valuation ( AV)
@ gs. 11- 12)
Career Ladders Program
( pgs. 13- 14)
Teacher Experience Index
Urufied Schools Equity
Sudden Growth
Rapid Decline
( pgs. 15- 17)
Pnor Year State Aid
Non- Formula R o p m
Eliminahons
Non- Formula
ReductionsiBlock Gmb
EXECUTIVE
RECOh. 1MENDATION
Increases budget $ 73,868,200.
Reduces .75 FTE positions.
NO Deflator adjustment recommended.
Includes $ 77.3 d o n for 20% growrh
in preschool disabilities, 3.2% for
elementary and 3.5 % for high school.
Assumes 0 % growth for AV.
Recommends no change to dus
program.
Recommends no change to h s
computation.
Recommends no change to the
calculation for State Aid.
Funds at 64 % level with no increase in
funding.
Funds at 32 % of the requirement for a
savings of S( 1.5) d o n .
Recommends amencting Laws 1992,
Ch. 1 to eliminate the appropriation
made for interest earnings for a
savings of S( 696,400).
No programs recommended for
elhination.
No reduction to non- formula
PWP=' S.
JLBC STAFF
RECOhBIEhDATION
Increases budget 557.657.700.
Reduces 6.95 FTE positions.
No Deflator adjustment recommended
which saves S( 63.7) d o n .
Includes S76.9 d o n for 25 % gowdr
in preschool disab~ lities, 3.5 % for
elementary and 3.5 96 for tugh school.
Assumes 1 % decline in AV for a cost
of 38.4 nullion.
Recommends phaslng the program out
over a 2 year period for a savings of
$( 11.9).
Recommends phasing the computation
out over a 2 year period for a savings
of S( 9.5) million.
Recommends calculating State Aid on a
uRitied basis ( K- 12) and requiring the
Quahfying Tax Rate ( QTR) of S4.72 be
applied for a savings of S( 8.0) million.
Funds at 64 % level with an increase of
$ 1.5 rnillion to reflect the increase in
the funding requirement.
Changw the quahljhg floor fkom 95 %
to 90% for a savings of S( 1.4) d o n
Recommends no change but carry
forward anticipates rollover reduction.
Recommends eliminrtlng the Education
Cormnission of the Stares, Az
Humanities Council and the AZ
Rincipds Academy for a savings of
S( 110,200).
Recommends reducing 6 programs
( Adult Education, Chemical Abuse,
Dmpout Revention, Gifted Support,
Reschool' At- Risk and K- 3 Support) by
20% for a savings of S( 3.0) million and
allowing district9 to spend the funding
on the programs of their preference.
Recommends reducing Vocational
Education Assistance, Vocational
Education R o p m Strpport and
Vocational and Technological Education
by 10% for a savings of S(. 6) nullion.
APACHE C O W 3
Rapid Decliae
( 64%- 90% Floor)
Total of
C ~ 1- 3 U
Student
Grovnh
571.164
5379.350
s23o. m
5 124.770
$ 236.932
$ 485.268
$ 95.657
$ 23,841
f883
s6.550
$ 10.664
St bhnr
W i w Rock
Rouod Valky
Saadcn
Ganado
Chink
Red Mesa
Coocho
Alpw
Vemo
M c N q
- 1.15%
== is==
% of Equal
Ba8e
TOTAL
Total of
- Ci- 6- 1- 4
20100 F t H u r h u
M#) l Tomhtoae
202M B*
20213 W i x
20214 % Vie
mL18 SaoSimoo
ZDPl StDaVa
hudr
20268 S ~ r n V i
20323 Nam
20326 ~ ocbhc
20342 Aprbe
20345 Doubk Adobe
20349 PJomiain
20355 MeNeal
m366 RucLr
20381 Fomt
Subtotal
TOTAL
1 2
Career Lddcr TEI
Reducmo Reduction
( S25.654)
3
Rapid DecliDe
( 64%- 909b Floor)
Total of
Changes 1- 3
W ' i
How . Ma
Meu
Wickenburg
Pmm
Gila B e d
Gilbert
Scomdak
Paradiw v*
Chandler
m
Cave Creek
Quceo Cmk
k V l l k y
Fountain Hilk
Hidey
rbuiL
Seotiael
Morrirtown
N d u a
Mobile
Ruth Fiber
P& m
subtotal
70401 Pbann
7- Riveraide
70103 Temp
70405 fuu
70406 Wrhingtoo
70407 Wibo
7- QrbocP
70414 CRightoo
70417 ToUaoo
70421 Murphy
70425 Lkrcy
70428 K p m e
70431 B h
70433 Buckeye
70438 Mdiroo
70L40 Gkodak
70444 Avo&
70445 Foarlcr
70447 Miogtoo
70449 PabVmlc
70459 LmeD
70462 Uobo
70465 Linktoo
70466 R- It
70168 Allvmbn
70479 LitcK~ ld
704a cammight
70492 Peadcrgrt
70501 Bud; cyc
70505 Gkadr*
70510 P MUob o
70513 Temp Uoba
70514 T o k o o
70516 Ay. Fri.
70601 lar ofT&
s24869.100
msum
t4QM9. m
S14953300
s75.976300
s2bcb600
SlL47WO
s1asnMO
n75l. 600
s7m. m
s3, w% ux,
$ 3939244700
s7sQauJ
s3s9300
Slf 174600
na7Wl00 m
MllQm,
l599m
$ 91930
# M500
= ooo
S4411300
DCo,. l00
m7sm
s1Woo
wssm
s1437% 6a
szasoo
. s4ns. m 569.09.900
snss+ soo
S l O . ~
iS. rn600
s2mm
Subtotal
TOTAL
2
TEI
Reduction
3
b p d Deeiine
( 64%- 9E6 Floor)
Total of
C- Q 1- 3
Deflator
f@ 1 9 %
5142819
UZM7
ClD Dktnct -
80201 Lake Havaru
80214 Cob& City
So
SO
SO
SO
Urn
So
SO
SO
( f9. a)
SO
So
(- 92)
SO
So
Subtotal
Hackbey
fit?-
Orwar Whi*
Puch Spriag
tinkfiild
Chknde
Topock
Yucu
Bullbud City
Mohaw VaUq
vakntiac
Cobrado Riwr
M o b UHS
NAVAJO C O W
Stdent
Growth
Deflator
@ 1.0%
WkIOW
Jaepb City
Hobmot
PiDoo
saadue
H--
Sborwbw
Whitcrmr
Cedar
Kayentr
Blue Ridge
I
~ r~
Reduction
2
TEI
Reduction
3
Rapid Decline
( 64%- 9C% Floor)
Totai of
Changes 1- 3
Deflator
,'@ I I) Cb
$ 502
SZOB. 177
SMl. 934
S 197.829
ssOl. g6a
w7. m
159.588
$ 30,553
SlZa160
S61.957
$ 45.539
$ 34.742
$ 1.39
$ 1.142
59.882
11.01- 6
$ 23.668
-- -- -- --$ 3 --, 9-- 0 -- 9, -- 8 2-- 4 TOTAL
1 2 3
CM1hddcr TEI R. pd Decline
Rcdwmo Redwtioa ( 64%- WFbor)
Totaiof % of EquJ.
C& nga 1- 3 Eae
Deflator
@ 1.0 5%
Subtotal
. s15.457, a $ 305, la,
wO6200
M4m
st9Wm
JZlWQO
% am
nalao - Subtotal
SAhTh CRUZ C O W
Totaiof 5% of E q d
C h g 6 1- 3
SO 0.00%
SO 0.0046
SO 0 . m
SO 0 . m
TOTAL
Debtor
@ 1.0 w
~ i67.089
w. 957
$ 23.325
SlMrn
$ 47,867
54045
%. an
SS0, lrn
157.164
$ 2- BfJ
5814
1113
$ 2 164
fS. 315
I2529
54392
$ 1.630
$ 543
S9.185
S2871
Total of
C h q a 1- 3
Student
GrolMh
S952265
$ 217,778
SS38.633
S3.34a
$ 35.493
SS5.038
$ 16 1.855
SS4.198
$ 819.329
Deflator
@ 10%
5289 153
% 3. IU
$ 160.73
S g z
512056
117.357
$ 49.737
119.116
5256.949
Yuma
bmerioa
Cram
Hyder
Mowhawk Vllky
WeUtoa
Gadden
Atltcbpe
Yuma
1 2
CMer Lddcr TEI
Reduuioa Reduction
Total of % of EquaL
Changa 1- 3 Base
SO 0.00%
SO 0.0046
Deflator
m District @ lo% -
15Mn Parker
Subtotal
Subtotal
TOTAL
* Emaid districict
'* Zcm Aid Dhtrict on the High School ! We
SCHOOL DISrRICT ASSESSED VALUATION
Growth in school district rssesssd valuation increases the ' ~ ~ x I Ish are" of total formula funding and thus offsets increases in state funding.
The JLBC Staff recornmcndntion for Basic SUe Aid assumes a ( 1) s decline in school district assessed valuation for FY 1994. Statewide
assessed value growthhas been steadily dccliningas follows: 1986, 16.3%; 1987, 13.2%; 1988, 7.3%; 1989, 8.9%; 1990; 3.1%, 1991,
( O. Z)%; 1992, ( 0.4) s.
Percent GrowthMine by Class
The Executive rsco- on ummoo 0% gmwth in uPsssed valuation.
The JLBC St. ff d & nth e tread decline in ulwssad vduc and its impact on state financing of K- 12 education to be one of the most
critical budgatuy problem hc'i the Lagial. tura today. The framers of the Basic State Aid formula did not contemplate a time when
uaclllarul value growth would be Lsrs thap the sum of pupil growth and inflation, yet alone a time when statewide assessed value would
achully Mi from the prior yau . s we now expact it will for 8 3rd consacutive yew. This fact is essential to understanding our current
and prospective Pjfficulty in fully funding the Basic Stab Aid formula. In very simple terms, when assessed value grows by more than
the sum of pupil growth and inflation ( cumntly 3.5% and 2.7%, respectively, or 6.2% collectively), the state general fund cost will grow
by less th. n the sum of the two; convcmely, w has sessed value grows by less than the sum of the two, the state cost increases by more
than the sum of pupil gr~ wthan d inflation. For example, to fully hrnd the Basic State Aid formula for FY 1994 would require a $ 1 4
million, or 12% inc- in the state ganed firnd appropriation even though the bottom- line incraw for school districts would be the
efommcntioaed 6.2%. It should be noted that uch 1% of a s dva lue growth is worth over $ 8 million to the state's cost of Basic State
Aid. Thus, if statewide urseesed value growth were 6.2% instead of a decline of ( I)%, the cost to the state would be reduced by
approximately $ 60 million.
Cost of Basic State Aid Accelerates
As Assessed Value Growth Wanes
Annual Increase in Basic State Aid is
Much Greater than Annd Change in Assessed Value
ARI% ON' CARBBR LADDER PROGRAM
Apache Junct 232 a00 174
Catalina Fthls 220 194 194
Cave Creek 103 83 38
Creiqhton 296 210 57
Dyrart 229 202 66
Flowing Well. 301 217 163
Ganado 115 114 33
Kyrene 662 SS4 494
Litchfield 79 4 4 35
-'--$.<. - -%.
Mesa .-. 33* 7.:*- 3167 1298
.". .- .
- 2+,
". - I..
Peoria ,:**"- .* .. ka7 7
>-- -
window Rock 309 17U 53
mxai& 8498 7695 3835
- 13 -
ADt. Sch.& i f i n a n c e
12/ 02/ 92
Page No. 1
F i l e : RpdecOl
Report: RpdecOl *
Path: \ dbprg93\ rpdec
ANALYSIS OF RAPID DECLINE BU) GET CAPACITY
C a l c u l a t e d using 64 percent d i f f e r m e Source d a t a from m o d i f i e d Oct. ' 92 Apor
Std Court U t d Std Cnt Base Level
Y/ O Rap D u U/ O Rap Dec Araourt TEI
An* wnt
Y/ O Rap Oec
Std C w n t
u i t h Rap Dec
U t d Std Cnt Base Level
ui th Rap Dec Alawnt TEI
Arwunt
v i th Rap Oec
Rapid Dec I
C- 1- 0 D i s t r i c t Bulget Cay,
01- 02- 01 ST JOHNS UNIFIED D t s r 111
01- 02- 18 SANDERS UNIFIED DISTRICT H8
01- 02- 27 RED MESA W l F DlST 27
01- 03- 07 ALPINE ELEUENTARY DlST 7
02- 02- 02 BISBEE WIFIEO olsr 2
02- 02- 14 BWlE UNIFIED DlST 14
02- 02- 18 SAW s~ wmUN IFIED olsrrlcr ria
02- 03- 23 NAM SCHOOL DISTRICT
02- 03- 42 APACHE SCHOOL DISTRICT # 42
02- 03- 55 nc NEAL SCHQOL D l s r R l c r 155
02- 04- 22 PEARCE SCHOOL DISTRICT # 22
03- 02- 06 FREDONIA M K U S I Y UNIFIED 0- 6
03- 02- 15 TUBA CITY UNIFIED DIET 15
M- 03- 05 CHEWLOII BUTTE scw D l s r 5
03- 03- 10 MAINE IXJNUKIDATED DIST 10
04- 02- 20 SAY CARLOS UIFIED olsr 20
04- 02- 41 HAYDEN- UlNKLWAY U I F I E D
04- 03- 05 YouWG SCWA DISTRICT S
04- 03- 12 PlNEfSTRAWRRY SCHMC
05- 03- 09 KLONDYKE SCHOOL DISTRlCT 9
05- 03- 16 BOYtTA SCHML DISTRICT 16
06- 02- 03 CLlFToY Wlf IED DISTRIQ 3'
06- 03- 22 BLUE SCHOOL DISTRICT 22
07- 01- 00 UlLLlAllS AFB ACWM SCHOOL Sf0
07- 01- 99 HORSE MESA ACCaW SCWOOL 609
07- 02- 09 UICKENBUIIG UYIFIED otsr r0
07- 02- 24 GILA BEYD UNIFIED olsr 24
07- 02- 48 SCOTTSALE UYIFIED DlST 48
07- 02- 89 DYSART UNIFIED DISTRICT 89
07- 03- 63 AWlLA SCHOOL DISTRICT 63
07- 03- 94 P A L M ELEH DlST 94 -
07- 04- 47 ARLINGrON SCHOOL OISTRICT 47
ME, School Finance
12/ 02/ 92
Page Yo. 2
F l l e t RpdrcOl
Report: RpdccOl
Path: \& pra93\ rpdcc
ANALYSIS OF RAPID DECLINE IBU) lXK CAPACITY
C a l c u l m t e d u s i n g 64 p e r c e n t d i f f e r e n c e Source data f r o m d i fle d ( kt. " 2 Apor
I
S t d Cornt U t d S t d Cnt Base L e v e l Anount S t d C a t
w/ o Rap Dec Amount TEI u/ o Rap Dec w i t h Rap Oec
Aawrt
wl th Rap Dec
Rapid Bod
BudOeD Cap
U t d S t d Cnt Base Levet
n / o Rap Oec w i t h Rap Dec kDunt
07- 04- 62 UYlOU SCHOOL DISTRICT 62
08- 02- 14 COLORADO CITY UNIFIED DlST a14
08- 04- 08 PEACH SPRINGS SCHOOL DlST lg
08- 04- 13 YUCCA ELM SCHOOC DISTRICT a13
08- 04- 22 VALENTINE ELEM SCHOOL DlST # 22
09- 02- 06 HEBER- OERGMRO U I F SD
10- 01- 00 ZlIWERWAN ACCOM NO 00
10- 02- 13 KANPUE VEROE UNIF DlST 13
10- 02- 15 AJO U l F l E O OlSTRlCT YO 15
10- 02- 40 INOIAI OASIS- O UYIF DlST # 40
10- 03- 35 SAW FERYAIUW, SCmYK OIST 35
11- 02- 08 MAMMTH- SAN W LUN IF OlST 8
11- 02- 15 SUPERIOR UNIFIED OIST a15
11- 02- 20 WICOPA U l F l E O SCH DISK # 20
11- 03- 44 J. 0. C W S SCHOOL OlST 44
11- 04- 18 SACATON SCHOOL DlSTRlCT 18
11- 04- 33 PlCACW SCHOOL DISTRICT 33
12- 01- 25 m l T A SCHOOL OlSTRlCT 25
I 13- 08.35 HlCCSlOC DIRT rJ5
134141 C R W KIN6 OCHW DlST 41
1 13- 03- 52 VARNELL SCHML DISTRICT 52
14- 04- 16 HVOER SCHOOL BlSKRlCT 16
I 15- 04- 04 WARKZSIVE SCHOOL DIST 4
/ 15- 04- 19 UENDEN ELEMENTARY DISTRICT 19
* * S t a t e w i d e T o t a l s * *
-
AD€, Sch Finance
12/ 02/ j2
Page No. 3
Calculated using 64 percent d i f f e r m e
I
C- 1- 0 D i s t r i c t
FiIe: Rp6K01
Rrport: RpdacOl -
Path: \ dbprg93\ rpdec
ANALYSIS OF RAPID DECLINE BUIGET CAPACITY
Source data frm modified Oct. ' 92 Apor
Std Count Utd Std Cnt Base Level Amomt Std Coult Utd Std Cnt Base level h ~ ~ Rlaptld De,
w/ o Rap Dec w/ o Rap Dec Amount TEI w/ o Rap Dec with Rap Dec with Rap Dec U t TEl with Rap Doc B- er 1
The student counts with wd without rwid d. clln are the state aid courts for K- 8 snd 9- 12.
The weighted s t u k n t counts are the wightad values of these state aid counts. -
D i s t r i c t s m r k 4 with m applied for Rapid Decline. The t o t a l rapid decline budget capacity for these d i s t r i c t s only i s $ 2,845,342.
4 1 S T L E G I S L A T U R E
F I R S T REGULAR S E S S I O N
MINUTES OF AD HOC COMMIITEE ON
K- 12 EDUCATION
DATE January 28, 1993 TIME 5: 00 p. m. ROOM HHR 2
CO- CHAIRMEN Senator Bev Hermon Representative Lisa Graham
A T T E N D A N C E
COMMITTEE MEMBERS Present Absent
Senator Arzberger X
Senator Springer X
Senator Wright X
Representative R. Burns X
Representative Johnson X
Representative McLendon X
Senator Hermon, Co- Chair X
Representative Graham, Co- Chair X
Co- Chairman Hermon called the meeting to order at 315 p. m. and roll was noted. Senator Hermon
announced co- chair Graham was out ill today. See attached sheet for other attendees.
Representative Johnson suggested the responsibilrty of the Appropriations Committee was to prepare
the budget and, as members of that committee, it would be very helpful to the Committee if the speakers.
would have information containing alternate suggestions on how to cut the budget, rather than ' not cut.'
If anyone with experience in education budgets has an alternative or suggestion for revenue source, it
would be very helpful to the committee.
Keilv Draoer. Assistant Coordlnator. K- 3 At- Risk. Machan School. Crelahton District, presented some
brief handouts ( copies on file with original minutes). Ms. Draper said she was also involved in writing
the at- risk program for the preschool, so wanted to speak to the successes of the program and the effect
of the funding cuts. Ms. Draper first discussed the handout, ' K- 3 At Risk Funding', reiterating the
material on the she&. The statistics show a considerable improvement in those students in the at- risk
program. The impact of 20% reduced funding was listed on the handout. When the program started
three first- year teachers were hired for $ 70,000 which enabled the school to reduce class sizes. Keeping
these teachers on for the program now only allows for two teachers for $ 70,000. Even with sustained
funding from 1989- 90, the schools were facing program cuts.
Regarding the handout ' At- Risk Preschool Funding', Ms. Draper explained it started last April. When the
program was written there were only 16 out of 100 who had attended preschool ( the head start
program). By starting the preschool program it has doubled the number of kindergartners who start
school with some experience in preschool. Reducing the budget 20% would probably mean scaling
back the number of hours for the communrty worker, scaling back bilingual personnel which would
probably result in losing some of these persons, as well as those items listed on the handout.
January 28, 1993
Page 2
MINUTES OF AD HOC COMMl3TEE
ON K- 12 EDUCATION
Senator Hermon expressed her enthusiasm for the programs Ms. Draper had outlined and asked her to
go over the retention rate again: Senator Hermon felt that with these resub, part of the program could
pay for itself. She noted that for a child to repeat a grade, the cost was $ 4,000. Programs like this, and
perhaps year- round school, could bring about a savings which could be reinvested. Ms. Draper said
$ 4,000 would pay for a half- time personal instructional aide for one year. Wih regard to retention, a lot
had to do with teacher frustration ... coping with 28 kindergartners in the morning and 28 kindergartners
in the afternoon, and really not feeling they were able to prepare the children for the first grade. The
additional support from the at- risk program has helped immensely.
C. Diane Bisho~. S u~ erintendenot f Public Instructlon, said she was here to respond to some of the
requests from the Committee last Friday when she gave her presentation. She passed out some
information ( copies on file with original minutes), noting the first page of the material covered the ' Select
Results from the Evaluation of K3 At- Risk Demonstration Sites', done by the Morrison Institute at Arizona
State Universrty. The districts/ schoois picked varied from urban- suburban to rural to reservation. The
study indicated gains and Ms. Bishop went over them in detail. Any gain of 2 or more was considered
significant, and many of these gains were in the 30' s and 40' s. Ms. Bishop explained NCE stood for .'
Normal Curve Equivalent and ITBS stood.. for Iowa Test of Basic Skills.
The next item of information Ms. Bishop covered was the ' Executive Summary: Impact of Career Ladder
on Student Achievement.' Student achievement in career- ladder districts was greater than student
achievement in noncareer- ladder districts, even for students taught by noncareer- ladder teachers in a
career- ladder district. Figure 1, on page 2, compares achievement test scores. They have increased
considerably in the career- ladder districts which started in 1986.
Senator Wright asked if anyone could draw any conclusions, or explain why, noncareer- ladder teachers
in a career- ladder district obtain higher achievement scores. Ms. Bishop said she had no sbecific answer
to that, but fett there was an overall effect in working with their peers in curriculum and other programs
while working with these career- ladder teachers within the District.
Suzanne Fedell. teacher In Tucson. s~ eakinafo r herself, said from her experience, working in a district
with career- ladders, there was a lot of sharing and team teaching involved between teachers involved
in the career- ladder program and those who were not. Those not involved were taking information and
ideas from the career- leader teachers back to their classes and were finding that they were working.
A aentleman from the audlence asked if it was not necessary to have a district completely staffed with
career- ladder teachers, and what percentage would be needed for a district that would fit within the
budget set by JLBC ( Joint Legislative Budget Committee). Senator Hermon said it was not intended that
every district have the career- ladder program ... the teachers had to vote on whether they wanted to be
involved in it, with the majorrty ruling. Ms. Bishop said the original group wi% s 14 districts, and the Board
of Education had just approved another 8 districts on Monday. This was not an overwhelming majorrty
of school districts, although new ones come forth each year. It took a lot of the faculty's time to work
with this program. It was not envisioned that every district would participate; some districts may never
want to participate.
MINUTES OF AD HOC COMMITTEE
ON K- 12 EDUCATION
January 28, 1993
Page 3
Ms. Bishop said she had one other memorandum in her packet of information in response to inquiries
from the last meeting by Representative Smith on FTE's ( Full Time Employees). Since he was not
present today, Ms. Bishop said she would just include the memorandum with her packet.
Ms. Bishop said she wanted to pass along a Resolution passed by the Board of Education and the
Board on Vocational and Technological Education on Monday. Basically it strongly opposes JLBC's
recommendations. ( Copy on file with original minutes.)
Ms. Fedeil added to her previous testimony, explaining she had been teaching 16 years, half of which
had been on the career- leader program. She outlined the benefits both for herself and her students.
Prior to joining the program, she was an isolated teacher in a classroom, experimenting to see what
worked best. After joining the program, her approach was much more knowledge- driven. She has
access to programs that were supported by research and have been proven. Ms. Fedell felt this had
been a growing experience for her, thus contributing to a growing experience for her students. There
has been an increase in her students' learning. She gave several examples of how it set stages for the
students to continue and enhance their learning. She said that personally she could see the changes
in hersetf and her students. Ms. Fedell read from a parent's letter that showed her acknowledgement
of the effect career- ladder teaching had had on their son.
Lvle WrlaM. reoresentlna hlmsetf, said he felt everyone he had met was for enhancing education in
Arizona, although there would be differences in opinion on how this would be done. He wanted to
specifically speak to the JLBC recommendation on adult education. He fett the block grant program,
which included kindergarten with adult education, and which would only go to school districts, would
obliterate adult education for the 40,000 people now using this program, including his own Pima County
Adult Education program. He had a plaque received in 1992 which named the Pima County Adult
Education program as the finest in the country. Rio Salado had also received this award about five years
ago. Neither of these programs will be funded under JLBC's recommendations. Right now in Arizona
it costs about $ 1 15 per student. Adult education graduated about 10,000 people with GED's ( general
education degrees) and helped many thousands get jobs. Much research pointed out the single
determinant for a child's success in school, or lack thereof, was the mother's education. Mesa and
Tucson have two of the first family literacy programs in the nation, which were currently operating and
were models for family literacy. ( Handout ' Arizona's Adult Education Program and the 1993 Legislative
Recommendations is on file with original minutes.) Mr. Wright asked the Committee to take a look at
JL6C's recommendkions and note the tremendous negative impact it had on adult education.
In answer to a question from Senator Hermon, Mr. Wright said the waiting list in Pima County varied from
500 to 1000. It serves 10,000 people a year. State statistics show about 5,500 people gain employment
through this program. While he did not have the figures specifically for Pima County, he felt the
percentage was around 20%.
Mlchelle Sclame. Protect Coordlnaor of Protect Dream. Dvsart Hlah School, which was the at- risk
program at the high school, begun five years ago to keep at- risk students in school. At lot of time was
spent on gathering the data and now the parents and students were coming to the project to get into
it. There was also a waiting list to get into the program. The school did not want to lose any of the
students currently enrolled.
January 28, 1993
Page 4
MINUTES OF AD HOC COMMllTEE
ON K- 12 EDUCATION
Cam1 Cooper. Case Manaaer. Pfoiect Dream, Dvsart Hlah School, said she worked directly with the
students ... one- on- one counseling, home visitations, etc. One of the main things they took pride in was
taking in students who might otherwise fall between the cracks. The school has members from all the
gangs in its districts in Project Dream ... which was considered a neutral zone. She outlined a number
of the positive things the students have accomplished.
Maaale Sllvas. student at Dvsart Hiah School, had dropped out of school and Ms. Cooper had spent
a year meeting with her at her home, convincing her to come back to school. She did, and was now
the top student in the program. Ms. Sibas said she now planned to make something of her life. She
had been helped a lot by Ms. Cooper and the program. She noted there were a lot of students waiting
to get into the program. Ms. Hermon asked if she had a career goal now and Ms. Sibas said she
wanted to be an engineer.
Jose Guerrero, student at Dvsart Hlah School, recently graduated from the Maricopa Skills Center with
a certificate in welding. He was formerly in and out of Adobe Mountain Correctional Center for Juveniles.
Mr. Guerrero said he graduated a month ago and has a much brighter future for himself. Formerty he
had not seen any future at all for himself. - He said he had been in trouble in the past, and now friends
were looking up to him for what he has accomplished.
Christina Munillo. student at Dvsart Hlah School, has been in the program since the 7th grade. She
was formerly almost always in the principal's office. She was now only there when she makes
announcements. Ms. Munillo said the program helped her stay in school and helped her with peer
pressure and in getting along with her family, friends and teachers.
lsmael Esauhrel. student at Dvsart Hlah School, used to be in the principal's office all the time for
fighting. Now he goes out to break up fights and says things can be handled another way. Mr. Esquivel
said this program had kept him from fighting, which was what had put him in Adobe Mountain, even
though some call him ' chicken.' He hopes to go to college and become a social worker. He feels the
program has helped the gang members in the area get along. Mr. McLendon noted that, it was a lot less
expensive to have students like Mr. Esquivel in the Dream Program rather than in Adobe Mountain.
Dr. Robert I. Donotrio. Su~ erlntendent. M ur~ hvE lementaw School Dlstrlct # 2, said he hoped when
decisions were made the points to keep in mind were that in the 19701s, schools were tied to a 6% or
7% inflation. when- inflation came down, the price deflator was instituted. Over a ten- year period the
Legislature has increased the courts by 925%, or 92% a year. Mr. McLendon brought out the corrections
issues ... the Department of Corrections budget has been increased 329%, or 33% a year. Of the super
nine agencies, the ones that make up 92% of the budget, K- 12 was dead last. These figures were from
JLBC. During that same period of time, education has become a condition for children which was
embarrassing. Arizona ranks in the bottom of the country in what it spends'on children in all categories.
He asked that the Legislature find the money for education. He felt there was a lot of talk about
administrative costs, but when one looked at the positwe programs and positive results from the
programs that have been instituted, that were now ' on the bubble,' he asked that the Legislature have
the courage to find the funding for education that was found for the courts and all the others. He noted
there were five funds from which the kindergarten funding comes.
MINUTES OF AD HOC COMMllTEE
ON K- 12 EDUCATION
January 28, 1993
Page 5
Mr. Burns pointed out that of the agencies mentioned by Dr. Donofrio have had their funding cut, while
education has had its budget increased. He did not feel that the Legislature was sitting here, neglecting
children. K- 12 was at the top of the list as far as funding was concerned.
Teresa Inoshtta, parent. Papaao School Dlstrlct, spoke regarding the social worker at Papago who
helped Ms. lnoshita and her daughter find counseling. She had also helped as a translator who helps
at the meetings. As a working mother who goes to school full time, the field trips her daughter has been
able to take was something Ms. lnoshita could not have afforded. The full- time kindergarten allows Ms.
lnoshita to work full time and stay off state aid. The personal attention Ms. Inoshita's daughter has
gotten from the social worker has gotten her through a rough time in her life. These programs intervene
before problems get out of hand and were so valuable.
Dawn Holllman. At- risk Preschool teacher. Crelahton School District, said these children in her at- risk
K- 3 program were very important. They live in conditions that they should not have to experience.
Specifically, there was a child who was sent home with scabies and was told she could not come back
without a doctor's permission slip. There were two visits at home and the parents were too stoned to
take their child to the doctor or get her medication. Another home had animals that defecated on the
floor and the preschooler was playing with another child on the floor. Another home there was a drug
transaction going on while Ms. Holliman and'her aide were sitting in the living room. There was one
home where the father had a loaded gun on the sofa with a 2- year- old and 4- year- old running around
the house. There were the families with no food. Out of the 40 homes Ms. Holliman deals with, four
have had fires while the children were home, unsupervised because they got hold of matches or lighters.
In the at- risk program, the children were kept in a safe environment for 4 to 4 112 hours a day. With the
help of the aide, there have been 70 home visits since September which allowed numerous services to
be offered, along with several child protective services referrals as well as helping abused children and
mothers get help. The classroom has over 200 hours of parent help in the classroom. The state grants
with the highest success rate were those with a strong parental family component.
Another area that would be cut would be the medical program. Out of the 40 children in the program,
the teacher has helped two sexual, abuse cases, two children with speech problems, several with
developmentally delays, a child with a heart murmur, 2 children needing glasses, an epileptic child and
one with a hearing problem. There were also updated vaccinations for half the group. One child
received extensive dental services through a referral. Ms. Holliman said she did not know where the
resources would coine from, but felt it would be a crime to take it away from them and these programs.
Esther Montenearo. communftv worker. Machan Preschool, introduced Marla Soto. a parent at her
school. Mrs. Soto spoke in Spanish and Ms. Montenegro said she was acting as translator. Mrs. Soto
said how happy she was to have her children in the preschool. She had had many problems and had
been helped. She expressed her sincere wishes not only for her children; but for all the children who
will be affected by this program. lt was a concern for her that the program may be cut as she has three
children at the school. She hoped her words will affect you ... she felt it was a good opportunity for her
children to have a good head start in life, to help avoid gangs and drug use. She asks not only for
herself but for all families involved.
January 28, 1993
Page 6
MINUTES OF AD HOC COMMITTEE
ON K- 12 EDUCATION
Janev Marauez. Member. State Board of Education At- Risk Advisorv Council, said she was in
education and child development and wanted to discuss the qualrty of the at- risk program and the
difference it also makes for the parents of these children. Early education prepares every child for doing
better in school. It helps the children get through their school years without as many, or as serious,
problems as children who do not get this early intervention. These programs also offer parent education
and medical education you have heard mentioned earlier. Health problems continue to plague children
in their school years if they were not detected early.
Kathv Shuoo. Kinderaarten teacher, said she had been teaching kindergarten for 20 years, the last 3
of which she has taught all- day kindergarten. She had three small youngsters with her, who she
introduced as ' three of her best friends.' She noted that she had taught the brother of one of the
youngster's in half- day kindergarten some seven years ago, and in looking back over her records she
noted the brother had not done as well in one year and this youngster had done in half a year of all- day
kindergarten. Many of the kindergartners at Ms. Shupp's school were at- risk and 50% were Spanish-speaking
students, without the strong vocabulary in that language which they must have before learning
English. It has been Mrs. Shupp's experience that many of the English- speaking students would qualrfy
as non- English speaking students when ihey enter kindergarten. The goal of the class has been to
develop language skills. The programs that have been provided have helped the youngsters with their
reading, writing and math. Because of the allday program, Ms. Shupp has had a half- hour of
uninterrupted time to spend with each of her at- risk students, helping them in the areas in which they
need help. Reading was so important to progress through school, and Ms. Shupp feit that the all- day
kindergarten allows the children to get a solid foundation.. She detailed how many in her class could
do various aspects of kindergarten- grade work.
Senator Hermon called on Sue Lefebre but she had left.
John Mulkadv, Aa. teacher. reoresentlna himsetf, spoke about some of the proposed cuts. He said
it looked like JLBC's cuts were about 10% for vocational education, yet vocational education works. The
studies show on the average, more vocational graduates, versus general graduates, earn more, were
more productive, go on to college and were more successful. A survey of businessmen across the
country has shown they would prefer to hire vocational graduates because of the reasons just listed.
One thing wrong with education today ... that our children tell us is wrong ... is that education lacks
relevance. lt has no connection with the real world. Through vocational education the students can see
the relevance to the- real world. Specifically, Mr. Mulkady said he was told there were three areas that
will be affected... priority in local support, from which he gets his supplies, and monies that come directly
to the school for purchase of equipment and other supplies for hands- on experience for the kids. For
his district, that would amount to $ 17,000 alone. His supply budget for 200 kids was $ 3,000. Also
affected would be the vocational associations. Finally, discretionary funds which the school has used
to fund some of the pilot programs to see how effective they were before a'large amount of money was
spent.
David Dennlson, councliman. Carefree. reoresentina himself, stated he had taught Junior Achievement
in the 8th grade for a number of years so was familiar with the problems first hand. He wanted to make
three points. First, education should have a high prior ity... higher than it has. He would suggest that
funds might come from not instituting the proposed tax cut, but rather increase taxes, if necessary, to
MINUTES OF AD HOC COMMITTEE
ON K- 12 EDUCATION
January 28, 1993
Page 7
continue the education program. Second, regarding career- ladders, which has been started in his school
district, Mr. Dennison thought it would be a crime to discontinue it. It has led to greater curriculum and
more training for the teachers. This program raises the caliber of all teachers involved, not just those
on career- ladders. Third, in 8th grade classes there were students that have no business in 8th grade,
or even 6th grade. There was no doubt the at- risk program would help everyone. Those who were not
up to their grade level only hold back the others in their classes.
Senator Hermon noted that it was never the intention of the school funding formula to be in the situation
where property assessed valuation was dropping. Of course, that was not picked up at the local level,
but at the state level one does not see that, but it was an additional cost of education.
Irma Mlller. housewtfe. representlna hersetf, has two kids in school. She had one child who was
constantly in trouble until he went to Prcject Care. Now he was on the honor roll, actually enjoys school
and has not been in trouble. She accredits this to the Project Care program, otherwise he would have
dropped out of school. The counseling also provided helped Ms. Miller and her son with the problems
they had been having before Project Care
Mlchelle Fusak. Fiscal Anahst. JLBC, handed out an alternative proposal for cutting all Assistance to
Schools line items by a percentage which achieves the ' bottom- line' savings outlined in the JLBC Staff
recommendation in an ' across- the- board' manner. ( Copy on file with original minutes.) The original
JLBC program called for an $ 8 million savings. The new estimate is $ 1 5 million, which will probably be
revised again as it has been refined to $ 12.5 million. Senator Hermon asked if this would be about a
2% cut rather than 10% to 20% in some line item items. Ms. Fusak went on to explain the details of her
handout.
In light of some of the shots JLBC had received from the audience, Representative Bob Burns pointed
out that the numbers Ms. Fusak was quoting were prepared at the request of the Legislature, they were
not just numbers JLBC came up with. Representative McLendon said he wanted to clarrfy that he had
not had any input into the figures JLBC were working with, but rather the Appropriation Chairmen of both
Houses probably had more of the input. Representative Burns said while part of what Representative
McLendon said was true, in the end it would be the entire Legislature that would be responsible for the
resuits not just one or two people in the Legislature.
Robert C. ~ ockwobd. Dlrector ot Research. Arlzona House of Re~ resentathes, handed out a
memorandum to the Committee ( copy on file with original minutes). Mr. Lockwood noted that there was
a miscalculation on the reduction amount. While last week it was $ 35 million, this memo proposes $ 43
million. Mr. Lockwood went on to explain the options covered in the memo. He then explained that $ 30
million of this, would come from the capital levy budget and would not affw school operations.
Senator Herrnon asked about school districts that were growing fast. Mr. Lockwood said the school
district would have to look at funds it had already accumulated. Senator Wright said this appeared to
be the least ' miserable' for the children.
Jlm DICello. Assistant Su~ erlntendent. Business. Paradise Valley Unified, said he could not tell where
to find the money. However, he suggested that the last proposal was the lessor of all evils. Districts
January 28, 1993
Page 8
MINUTES OF AD HOC COMMIITEE
ON K- 12 EDUCATION
that were fortunate to offer bonds, can do their building with the bond funds, while the districts with low
assessments would rely on the capital money for construction. He noted that raising the QTR one cent
would raise $ 9 million. With respect to state retirement being lowered to 3.14% next year by JLBC,
although it was not the best idea, it would be an atternative. Mr. DiCello went through some of the
things that his district was specifically doing.
Representative McLendon asked why it was not a good idea to change the retirement rates. Mr. BiCello
said it would tap the funds the retirement has if you do not fund it entirely this year.
Senator Hermon called upon Pam Jones. Director of Currfculum, who was no longer present.
Annette C. Wessel. teacher, career- ladders. Crelahton School Dlstrlct, inquired if Representative Bob
Burns would answer a question regarding the new K- 12 monies. He agreed and she asked if that was
not the money for funding the 16,000 new students in the state. Representative Burns said the $ 57.7
million was new money in the budget for K- 12, to be used for whatever was needed and will provide for
the new students coming to Arizona schools. He noted the Scottsdale School District had spent some
$ 2 million on students last year who would not be covered in the funding formula until this coming year.
Ms. Wessel said she would like to address JLBC's recommendation to drop career- ladders. The first
goal of the program was to attract and retain qualrty teachers, the second was to increase the
achievement of all the students. Her administration was confident it was achieving both goals. The
majorrty of the staff identified the career- ladders program as the reason they were interested in the
school district. While the school district has increased its at- risk students, it has not noticed a decline
in its achievements. A correlation has been shown between the time a student has been in the district
and his academic performance. Ms. Wessel emphasized the importance of the career- ladder program
and its achievements.
Betlna Perea. reoresentlna herself, spoke on the Mesa literacy program center and its program for
GED's. She told of her achievements after having attended this program, and how she was continuing
her education goal for a GED. She then plans on going to the communrty college so she can support
herself and three children without going on welfare.
Laurence Ockenfels. Adult Basic Education. Phoenix Union Dlstrlct, brought out the main point of
adult education beiog good business. The schools were working to make students more employable
by teaching reading and writing English, as well as teaching Citizenship. The students were
exceptionally willing to work; they know they need the education to help themselves. He made the point
that adult education works closely with the child education movement. Right now there was a program
at one of the schools, where the parents were sent to the Adult Basic Education classes through the
DES ( Department of Economic Securrty) program at the school. Putting Adult Basic Education in the
block grant program was not a good idea The schools need money so desperately that adult education
will get the short end of the stick.
Marv Kav Haviiand. Dlrector of Government Relations. Arizona Education Association, reiterated the
concern expressed by the President of the Association last week on the cuts in education. She hoped
that the Committee would take all of the testimony given today into consideration when making decisions.
MINUTES OF AD HOC COMMIITEE
ON K- 12 EDUCATION
January 28, 1993
Page 9
Mark Branes, teacher. Glendale, wanted to speak to the uniqueness of adult education within the field
of education. It was a resource for the silent, determined, underrepresented, often desperate part of our
community. It was the adutt educators in their area that they turn to to change their lives. His concern
was that cuts may affect these people by not being able to anract the quality of teachers and educators
to teach these people. Without adequate funding, it would be difficutt to train the teachers. Mr. Branes
asked the Committee to not forget the silent community out there.
The following were called upon, but were not present:
Rev Cruz. Director, Proiect Saae,
Irene Jacobs. St. Proaram Associate, Chlldrens Action Alllance,
Jessie Salazar, parent,
John Aaee. VICA- Voc Ed Student, re~ resentlnaV ocational Industrial Clubs of Amerlca.
lvonne Godlnez. VlCA Officer and student. re~ resentlnaV lCA and Vocational Education, said she
was a high school student at Metro Tech. Her ambdion was to become an obstetrician. She said it was
her understanding that JLBC was recommending a $ 1 million cut in vocational and technological
education. The need for skills in industry were needed for the job market. It would be a setback in the
programs now underway if this cut were instituted.
Charlotte Bovle, Principal. Pa~ aaoS chool, said she had been with the Creighton School District since
1970. She wanted to make a couple of statements: Creighton was a career- ladder program which has
made a great difference in recruitment and retention of teachers and personnel. The achievement level
at her school was quite high. She outlined what her school was doing.
Roberta Craine. teacher. Machan School, said she was a first grade bilingual teacher. The K 3 grant
has reduced class size and her class size was now 18. She told of one particular student, Robbie,
whose 18- year- old brother dropped out of school and has been in jail, his 12- year- old sister has been
expelled after bringing a gun to school. However, Robbie was a personable computer whiz. At
conference time the mother did not show up. When contacted, she said she was so upset with the
sister's problems, she didn't want to set foot on the school campus. Ms. Craine and the social worker
went to see her at home to tell her all the good things about Robbie. They talked about how important
her backing of Robbie was. Even though she works 60 hours a week, with a larger class, Ms. Craine
said she would not have been able to visit with Robbie's mother. She urged the present funding be kept
to continue these piograrns.
Mike Gillia~ le. teacher. Peorla Hiah School, said he would like to point out an article in U. S. Todav
about vocational education. Most kids should go to college, but noncollege careers were desirable and
the best path for some students. Some of the industries, such as electronics, advance rapidly and need
to be kept up with. Mr. Gillispie would recommend reducing the money spent on juvenile corrections
and use the funding for vocational education, it might keep kids out of these institutions. At Peoria High
School last year, 175 students generated over $ 107,000 from their occupational experience program
which was turned back into tax- paying money. This was one of the top vocational education programs,
recognized by the U. S. Secretary of Education. Vocational education was tied into academic subjects
as much as possible. He encouraged the Committee to find other ways to secure the funding rather
than cutting the vocational education.
January 28, 1993
Page 10
MINUTES OF AD HOC COMMllTEE
ON K- 12 EDUCATION
Hope Kamler. FFA member, told of the obstacles she faced in growing up in central Phoenix. Upon
moving to Peoria she found the opportunities to be able to get the support she needed to improve
hersetf.
Jack Gonzeles, parent. re~ resentinac ommunitv Parents, said it was beyond his thinking that the state
would consider cutting education. It has been shown tonight that these at- risk programs were working.
To have a future for the children, these programs must stay in place. The communities were being
helped by these programs as well as helping the children.
Edward How. adult student. Glendale, said he was from Mozambique, South Africa. He said most of
his fellow students were also from other countries and the lack of ability to speak English was a big
drawback to getting a job. These classes were essential for finding the key to success to keep their
families from starving. None of the students were in the position to learn English in a place where they
must pay for it. Through these classes we will obtain job skills.
Shane Sterrett. FHA State President, said she was a junior in high school. Vocational education was
something that must be experienced. She presented the benefits she had received from her participation
in FHA.
At the suggestion of the Committee, it was recommended that those who did not have time to speak this
evening could put their thoughts in writing and submit them to the Committee.
The meeting adjourned at 8: 10 p. m. ( These minutes were taken from the tapes of the meeting.)
Respectfully submitted,
Sonja Wandro,
Committee Secretary
ARIZONA HOUSE OF REPRESENTATIVES
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ATTACHMENT -
William T. Machan School
Creighton School District
2140 E. Virginia
Phoenix, Arizona 85006
Contact Persons:
Dr. Lynn Davey
Kelly Draper
381 - 61 20
K- 3 At Risk Funding
FY 93 Allocation $ 216,655.90
20% Reduction $ 43,331.18
Reduced Allocation' $ 1 73,324.72
The K- 3 At Risk Project at Machan School is designed, administered and implemented by staft members
and parents at the school site. The emphasis of the K- 3 At Risk Project has been direct services to
over 450 children. Ninety percent ( 90%) of the N 93 budget is allocated for personnel costs. These
funds are used for five full time staff members and the equivalent of five part- time ( approximately 30
hours per week) staff members. The major services provided are: reduced class size, instructional
assistants, a summer program, small group counseling, parent programs and staff development.
SUCCESSES
t t Increased Student Acaievement
The 1992 lTBS testing in the tall of fourth grade indicate that students who have
continued at Machan School from kindergarten into fourth grade exhibit higher
achievement scores in reading, math and study skills than students who have enrolled
more recently at Machan. For students whose first language is English, continuing
students scored higher than recent enrollees in the following areas:
READING .71 grade equivalent higher
MATH .36 grade equivalent higher
STUDY SKILLS .93 grade equivalent higher
t. lncreased Parent Involvement
*. Improved Attendance
t 4 Reduced Retention Rate
I! t State And National Program Recognition
IMPACT OF 20% REDUCTION IN FUNDING
The loss of $ 43,000 will result in two or more of the following:
Increased class size
Elimination of 4 week summer program
• Reduced time with instructional assistants
t Elimination of social work services
At Risk Preschool
William T. Machan School
Creighton School District # 14
2140 E. Virginia
Phoenix, Arizona 85006
At Risk Preschool Funding
Contact Persons:
Or. Lynn Davey
Dawn Hollirnan
381 - 61 20
FY 93 Allocation $ 68,274.00
20% Reduction $ 1 3,654.80
Reduced Allocation $ 54,619.20
The At Risk Preschool at Wm. T. Machan School serves twenty preschoolers and their families. The
major services include:
developmentally appropriate curriculum
t medical/ dental/ developmental screening and follow- up services
t monthly parent meetings
family nutrition and literacy programs
t monthly field trips
t breakfast and lunch program
t home visitslcommunity service referrals
SUCCESSES
Since the preschool program began in April of 1992, the following successes have been identified:
t 50% increase in kindergarteners with preschool experience
t Increased parent communication and involvement
f Identification of significant medical/ developmentaI problems
t Increased early registration for kindergarten classes
IMPACT OF 20% REDUCTION IN FUNDING
A twenty percent reduction in funding would demand a complete restructuring of the preschool
program. At current salary levels, $ 54,619.20 would not cover the salaries of the teacher,
instructional assistant/ community worker, and transportation costs. Placing full time staff on part-time
status would reduce costs, but would probably result in the loss of experienced, qualified staff
members. The budget cuts would reduce:
,\$ a. ia t preschool staff 2' medical/ dental/ developmental screenings
r * field trips
L~ t parent training programs
staff development
t instructional materials
PAPAGO SCHOOL
CREIGHTON SCHOOL DISTRICT
201 3 NORTH 36TH STREET
PHOENIX, ARIZONA 85008
381 - 61 00
AT- RISK PRESCHOOL FUNDING
FY 93 Allocation $ 68,274.00
20% Reduction 13,654.80
Reduced Allocation 54,619.20
Benefits of Program
The Papago At- Risk Preschool began in Spring, 1992, with a Running Start Program
and has continued this schooi year with many benefits to the twenty children and
their families who are in the program . A developmentally appropriate educational
program which addresses student needs is provided by a full time teacherlcoordinator
and half- time instructional assistant. Other benefits include:
* Comprehensive medical I dental I developmental screening
and follow- up services
' Early interventions to assist in developing readiness
skills for kindergarten
* Nutrition - Breakfast and lunch program
' Awareness of environment
' Socialization development
Impact of 20°/ 6 Reduction
A twenty percent reduction in funding would demand a complete restructuring of the
preschool program. The modeling of a stable, consistent environment would suffer.
At current salary levels, the allocation would not cover the salaries of the teacher,
instructional assistant/ community worker, and transportation costs. A concern of
placing full time staff on part - time status to reduce costs is that we could lose
experienced, qualified staff members. This reduction could also have an impact on the
following:
' Elimination or cutting of medical screening/ follow- up
' Reduction in field trips, instructional supplies, parent
training, nutrition program
' CDA training for staff cutback
PAPAGO SCHOOL
CREIGHTON SCHOOL DISTRICT
2013 NORTH 36TH STREET
PHOENIX, ARIZONA 85008
381- 6100
RESTRUCTURING PILOT GRANT
PROJECT PRIDE
FY 93 Allocation $ 73,500
20° k, Reduction 14,700
Reduced Allocation 58,800
Benefits of Program
Project Pride, our Restructuring Grant from the state, has made a significant impact on
our 1,010 students and their families at Papago School. With a population of 93% on
free or reduced lunch and an LEP population of 40%, these students are truly at risk of '
failing. This population has need of services of a sodai worker who can provide
individual and small group counseling for students and work with families to link them :
to concrete sewicss within the community. Ow grht has benefited our school in the
following areas:
Technology - purehaso of camputus / software
* Staff Development - - Rod and c l ~ ~
1CI
* Instructional nutorials pureha& to miunce programs
in regular and ~ u r l t k g , c kawoom
- e.' - -,
'" / " 4-
Impact of 20% FkdueSwk- I-irnped
th. to# owing ateas. Our Site-mke
criticarl deddions concerning cutbacks
feducbn COUW have an effect in these
' Planned addition' of Wehnol6gg Irr ~ o o - m olim lnate
* Planed strft dwdopmnt thd to progrrlr# that nn we
Impkmting to moot thr, naeda of students - cutbeck
PAPAGO SCHOOL
CREIGHTON SCHOOL DISTRICT
201 3 NORTH 36TH STREET
PHOENIX., AZ 85008
381 - 61 00
FULL- DAY KINDERGARTEN
FY 93 Allocation $ 1 80,000.00
20W Reduction 36,000.00
Reduced Allocation 144,000.00
Benefits of Program
The Papago Full- Day Kindergarten program which began in January, 1991, serves
At- Risk students within the Papago attendance area. With a population of 93% on
free or reduced lunch and a LEP population of 40%, these students are truly at risk
of failing. Full- day kindergarten has provided a stable, consistent environment with
a focus on developmentally appropriate curriculum for students. The benefits to
students have been many and include the following:
. .
' Early interventions to assist students with readiness skills
necessary for success in grade one.
' Nutrition - breakfast and lunch program
* Self- Esteem growth - more time to experience success
' Instructional Aides to provide small group / one- on- one instruction
' Additional time for:
' Math - Exploratory and discovery time
' Social Studies skill development
' Science skill development
' Oral Language