Meeting Summary
Presentation on Public School Funding by Steve Kroes from the Utah Foundation Public school funding sources: State income tax (Utah is the only state to earmark all of state income tax to public education.) State-mandated property tax levies Local property tax levies Federal funds Utah had one of the highest funding efforts in the nation until 1990 Reasons for the decline include:
2007 & 2008 budgets were very good, but the 2009 economic slowdown made for more cautious appropriations.
Companies are looking at the education systems in a state--future growth will take place in those states with the best schools. Economic development will take place where there are smart and knowledgeable people. People are not using technology to expand out into rural areas, they are clustering around city centers and using each other to build a sort of synergy. Lessons to Apply
• Utah doesn’t have to be last in the nation in per-pupil spending • Our tax systems generate ample revenue when the economy is good • If education spending is boosted to a more adequate level, Utah’s demographics could produce much higher results • Spending can be boosted over time without tax increases – Avoid tax cuts, especially with a reasonable flat income tax going forward and a low-ranked property tax – Avoid shifting spending growth to other categories (should be less possible soon with the earmarking flexibility almost used up) – Ideas for securing better funding
• The “blame game” doesn’t work • Stronger earmarking probably won’t work (politics will find a way…) – Other states don’t earmark their income taxes; just because we used to do it doesn’t mean it’s the highest and best form of budgeting – The real reason $$ have been shifted to other programs is that the education community simply hasn’t sold policy makers on the value of more $$ • Need to overcome the distrust – “Success breeds success” – decision makers more likely to invest if they feel confident $$ will be well spent and will make a difference – Highlight areas of excellence and their results – how can they be replicated? – Seek to understand legislators’ motivations without ascribing evil intent – Brainstorm messages and ways to “market” what schools do to legislators (they are somewhat like customers – they have the money!) – Need a high-profile visible goal with a deadline (e.g., class size under 20 by 2020
Risks to class size reduction
• Exacerbates teacher shortage – Tough to do when we have this big wave of new students coming through our schools • Bad examples from California: – Reduces teacher quality – Reduces classroom facility quality – Sudden shock to 4th graders when move from class of 20 to 40 – Increased inequity for poor schools – experienced teachers transferred out because demand had made new positions available in more wealthy schools Please view the attached PowerPoint for more details including graphs and charts. Steve also provided the following report:
What Can $3,702 Buy? How Utah Compares in Education Spending and Services |
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Meeting Schedule >
Tuesday, August 19th |