The Economical Argument

The economy we are facing right now is bad for everyone, including our children. Education will likely face both immediate and delayed cuts in funding. However, it is not the time to panic. Instead we must think clearly, strategically scrutinize the serious problems that face our schools and implement reliable improvement plans.
Basically, the argument comes down to merit pay. By not wasting money on promotions to teachers that are ineffective, school performance will also see significant increases. With less governmental funding available, the completion for this money will rise. Besides the ethical and societal considerations of rewarding the highest performers, merit pay is the answer to improving our public schools and is therefore more then necessary, for our children’s sakes!

A Man with a Plan

Hooray  for Mr. Hulshof!  A candidate who finally speaks HIS mind and HIS plans and not what he thinks people want to hear.   A candidate who does for the people and not for a party or himself or a particular UNION.  When I read that John Martin, the INTERIM superintendent gave Mr. Hushof's proposals MIXED reviews....I totally understood why he is the INTERIM superintendent. 

Also, Mr. Martin....Merit Pay for teachers isn't "a heck of an idea"  it's a "GREAT IDEA!"  You see, they have to really work for our children.  That means you too.  You have to perform...make them perform to get paid more money.  Unbelievable you couldn't have come out stronger for this candidate for standing up for our kids.

Mr. Hushof, I am voting for Barack Obama & Joe Biden.  I WAS voting for Jay Nixon.  You had the guts to solidly state your case on something not so popular.  You have my vote.....and my respect.  Thank you for being a candidate for CHANGE.

Missouri Principal Deserves Applause

http://mpmot.blogspot.com/

The principal of Beaumont High School, Travis Brown, deserves a pat on the back. He was so adamant on making sure students showed up to school on the first day that he went to the neighborhoods to inform students and their families that attendance was expected. He knocked on doors of high-absentee students and rode the streets on a fire truck making the announcement over the loudspeaker.

His dedication to education is very inspiring—especially in the face of the failing St. Louis Public Schools! If more individuals had this genuine and passionate concern for the students—making the children the top priority—then these schools can finally begin to turn around. Because improvements in the cities education system are desperately needed now!

http://www.stltoday.com/stltoday/news/stories.nsf/education/story/C556072BAE6E4E44862574A7000C647E?OpenDocument

Merit Pay for Math and Science Teachers?

I have always wondering what it is like to get paid the same as others, when you do more work and harder work.  I have two children, and I know they can be wonderful and sweet, and exhausting and frustrating.  I can only imagine what it is like to be surrounded by dozens of them.  Initially, I am sure teachers enter the profession because it is an underlying passion of theirs.  Eventually, there may be teachers who are burnt out and not willing to try as hard as they used to, but on the contrary, there will be those teachers who keep working hard day after day, looking for the special tricks that work.  I feel those teachers should be rewarded!  The teachers who are more productive in educating the children should be rewarded for their efforts. 

The teacher unions seem to fight this plan relentlessly, but I ask myself why?  Is it because some of them realize they will have to work harder for their keep or do they fear their coworkers will make more than them?

 

An article in the Columbia Tribune discusses Republican gubernatorial candidate Kenny Hulshof's plan to increase salaries for science and math teachers.  In a way, this coincides with merit pay (in a skewed sense), but it strives to accomplish the same goals. The plan is to pay $15,000 bonuses to new science and math teachers, in hopes to entice more people to enter those areas.

 

Hulshof's plan sets a goal of getting 1,500 new teachers into Missouri math and science classrooms over five years by paying them a gradually increasing annual bonus.

 

Hulshof describes his own proposal as building upon a 2007 law sponsored by Democratic state Sen. Jeff Smith, of St. Louis, which offers up to $21,000 over five years to new teachers who go to work in unaccredited districts, such as the St. Louis School District.

Although Hulshof's plan would reserve 150 subsidized math and science slots for such districts, the rest of the bonuses could go to teachers anywhere in the state.

Missouri officials have sought for several years to place a greater emphasis on math and science, with an eye toward building a work force for technology-based businesses.

Gov. Matt Blunt organized a summit on the subject in April 2006 and subsequently appointed a panel that recommended ways of getting more youths interested in careers in the math and science fields.

Earlier this year, a House committee endorsed a bill that would have offered a $5,000 bonus to math and science teachers hired by school districts that lack full state accreditation or are financially poor because low property values have held down their tax revenues. But that plan, which was part of a larger package intended to boost teacher salaries, never cleared the House.

The Best Way to Pay Teachers More

For a long time now I have ALWAYS wondered how to pay teachers more money. My reasoning was; these people, the teachers, have the MOST important job in their hands, my son's brain ... and to educate him. THEN...after 9 years of being in one of the so-called "blue-ribbon" school districts I'm realzing when he writes a paper, a thank you card, an email for that matter...he doesn't know how to punctuate, capitalize, etc. One of two things hit me smack dab between the eyes.....I have really fallen down as a single mom and SO HAVE HIS TEACHERS. I noticed this, but stupidly thought...maybe they teach this next year. THE TEACHERS SHOULD HAVE KNOWN.

When I read about Barack Obama having the guts to bring up via satelite to the NEA, who apparently have endorsed him, the notion of "Merit Pay" as a possible way to go for teachers to help educate the kids, to help them achieve, I was surprised because with teachers this is a very unpopular subject. Apparently, he was booed. In Louisiana a non-profit, COUNCIL FOR A BETTER LOUIS IANA is working hard to pass reforms on merit pay. They will have better educators for their children. They want to put children before union. Florida the same. Come on Missouri.What is the teacher's union afraid of? What are the teachers afraid of? Working harder to do a job they went to school for? Educate and earn accordingly. Simple. As a parent I am happy to put money into a pot for teachers to teach, who really teach and educate children to the level expected of them and higher.

There outta be a law...

Wasting Education Dollars

Blunt approved an audit of the Jennings School District after over two years of serious concerns with the ‘fiscal and administrative mismanagement.’

The north county district is just one of many schools throughout Missouri that have increased spending while test scores fall. And unfortunately, in many cases, these funds are not being used for student benefit at all.

For example, the former Jennings superintendent Kay Royster spent almost $1 million extra on administrators and $1.5 million more on a Palm Pilot program that has yet to actually be implemented. The district then wasted another $230,000 to buy out Royster’s remaining contract for her termination.

This state audit is at least a step toward bringing the much-needed transparency and accountability to the blatant mismanagement of resources that is unfortunately severely crippling many of our public schools.

This uncovering is a shining example of cutting unnecessary costs without demanding more money or effecting education quality.

http://www.stltoday.com/stltoday/news/stories.nsf/education/story/FB5C699084F3D32D86257489000D16D3?OpenDocument

How to Choose Choices

I have children and for some time, I chose to stay home with them. Once I decided to return to work, I chose a nanny over a childcare setting. I have my personal reasons for this, but my point is, I chose. Now, I know not every mother (or father) has the means to make these decisions, but I fortunately did. I am happy I had those choices for my children. Once my children enter school, I will have the choice to send them to the pricey private school or I can chose to send them to the public school down the road, which happens to be a very good school. What if I were the parent on the other side of town, without the resources to chose private, forced to send my children to the public school that has record low grades? How would I feel? Frustrated and angry that parents on the other side of town can still get a free education but it is better, much better? Annoyed that the school in my neighborhood is ranked below all the others? Yes. Now, is that fair?

The Wall Street Journal posted a piece, The Greatest Scandal, about the presidential candidates and their views on educational choices. There were several strong arguments I would like to share.

The profound failure of inner-city public schools to teach children may be the nation's greatest scandal. The differences between the two Presidential candidates on this could hardly be more stark. John McCain is calling for alternatives to the system; Barack Obama wants the kids to stay within that system. We think the facts support Senator McCain.

"Parents ask only for schools that are safe, teachers who are competent and diplomas that open doors of opportunity," said Mr. McCain in remarks recently to the NAACP. "When a public system fails, repeatedly, to meet these minimal objectives, parents ask only for a choice in the education of their children." Some parents may opt for a better public school or a charter school; others for a private school. The point, said the Senator, is that "no entrenched bureaucracy or union should deny parents that choice and children that opportunity."

Mr. McCain cited the Washington, D.C., Opportunity Scholarship Program, a federally financed school-choice program for disadvantaged kids signed into law by President Bush in 2004. Qualifying families in the District of Columbia receive up to $7,500 a year to attend private K-12 schools. To qualify, a child must live in a family with a household income below 185% of the poverty level. Some 1,900 children participate; 99% are black or Hispanic. Average annual income is just over $22,000 for a family of four.

A recent Department of Education report found nearly 90% of participants in the D.C. program have higher reading scores than peers who didn't receive a scholarship. There are five applicants for every opening....

Congressional Democrats have refused to reauthorize the D.C. voucher program and are threatening to kill it. Last month, Philadelphia's school reform commission voted to seize six schools from outside managers, including four from Edison. In L.A., local school board members oppose the expansion of charters even though seven in 10 charters in the district outperform their neighborhood peers.

It's well known that the force calling the Democratic tune here is the teachers unions. Earlier this month, Senator Obama accepted the endorsement of the National Education Association, the largest teachers union. Speaking recently before the American Federation of Teachers, he described the alternative efforts as "tired rhetoric about vouchers and school choice."...

Mr. Obama told an interviewer recently that he opposes school choice because, "although it might benefit some kids at the top, what you're going to do is leave a lot of kids at the bottom." The Illinois Senator has it exactly backward. Those at the top don't need voucher programs and they already exercise school choice. They can afford exclusive private schools, or they can afford to live in a neighborhood with decent public schools. The point of providing educational options is to extend this freedom to the "kids at the bottom."...

My point exactly! I already have choices, but the children on the other side of town do not. We are in the position to give those children and their parents choices. What are we waiting for? Are the teachers unions that strong? Parents need to fight for their children and overcome the strength of the unions.

Interesting Conversation with Public School Teacher

As the saying goes, never discuss religion, politics, or money. I, like most people, have my own beliefs about how I think the world should work but I do not always want to share it with others. One reason is that I do not want to have a heated debate with a friend or family member that ends in fighting, anger, or resentment. Secondly, I do not think I need to defend my stances to anyone except myself. I feel one way and that is that. While I think some causes are worth the casual conversation, I like to be careful who I say certain things around. This past weekend, a friend of mine who happens to teach in Kansas City's public school system, brought up school choice. Through my experiences, most public school teachers either do not like choice or the unions have brainwashed them...either way, I was a little leery of the conversation about to take part.
To my surprise, as a mother and a teacher, she thought not having choice was one of the worst ideas she had known. As a mother, she could not fathom the idea of having to send her child to the public school she would be sent to. So, she has decided to send her daughter to the private school nearby. It is expensive...$15,000/year and that's only for Kindergarten...the price goes up after that. Now, they are faced with less money for anything else...yet worth it. But what happens when they have their second child? As a teacher, she knows most of her fellow colleges do not feel the same way. When I asked why that is, she said they don't want to face the competition and actually have to work harder and be accountable for the children's failures. That was shocking to me...I felt like I was sneaking around in some sort of secret club, gaining access to the real reasoning behind the anti-choice movement. Her boss had mentioned various reasons why choice is bad, and naturally, only referred to it as vouchers. According to Missouri's constitution, actual vouchers are illegal. The more I hear against choice, the more I realize the opponents have no idea what they are talking about.
At least I can sleep better at night knowing the all powerful teachers unions have not taken over the minds of all teachers. Now if only we could unite teacher for choice...

More Parents Taking Education into Their Own Hands

Unless you do not follow the news or politics, you know there are many concerns with the public education system in the U.S. Over the past several decades, they have tried several ways to fix the monopolistic public school system, but nothing has had much of an impact. Money...money...money...was thrown into the schools with little or no impact on student achievement. No Child Left Behind...well, you know that. Now parents are taking education into their own hands. Newsweek's "Home Schooling: More Than a Million Kids and Growing, Can It Work for Your Family?" examines the increase in parents taking control of their child's education.

While there are no national statistics, researchers who study home schooling estimate that as many as 1.5 million youngsters are currently being taught primarily by their mothers or fathers. That's five times the estimated number of home schoolers just a decade ago and bigger than the nation's largest public-school system, New York City's.

That are a lot of children not going to the public schools...not to mention the ones attending private schools. Does anyone else see a problem here? If this many parents want to stay home and teach their children, isn't that a sign the schools are not good enough? Unfortunately, many parents cannot afford to stay home or cannot afford the better private schools. Of course, there are critics to homeschooling, however, homeschoolers disagree.

Their lesson plans are as diverse as their reasons for dropping out of the system, but what unites all these parents is a belief that they can do a better job at home than trained educators in a conventional school. That would have been an outrageous notion a generation ago, when far fewer parents had college degrees and most people regarded teachers and schools with more respect and even awe. Today parents are much better educated, hooked up to a world of information via the Internet and inundated with headlines about problems plaguing public schools. They see home schooling as one more step in the evolution of parent power that has given birth to school-choice programs, vouchers and charter schools. ""Americans are becoming fussy consumers rather than trusting captives of a state monopoly,'' says Chester Finn, a senior fellow at the Hudson Institute, a Washington, D.C., think tank. ""They've declared their independence and are taking matters into their own hands.''

In what field does a monopoly work...not many. It can almost be compared to a dictatorship...there's only one choice, so that is what you get. Now, again, some parents have the choice to home school or do private schools, but most do not. Education should not be run like this! If we open up the education system to free competition, we will surely get better results than we are seeing now.

23 (of 36) was the average ACT score for a home schooler in 1998. Traditionally schooled kids averaged a 21. A 23 could qualify students for a "selective" college.

Sad...very sad to me the schools we are all paying taxes for are all not doing a great job. Sure does make me start to think what I am going to do when my children enter school in a few years.

Wanted: more personal, local control of our children's education

Money has been poured into schools for years, and while some buildings may have automatic towel dispensers in their restrooms throughout the facility, the quality of educations has actually decreased. If we take low quality education and continually pour more money into the process, it is essentially giving raises to the schools for poor performance. Imagine a system with school choice and the changes it could bring about. If schools had to have a motive to draw kids in to create a sense of revenue, they would be forced to plan effectively and execute to stay in competition with every other school; just as every other business must do in order to make ends meet. Our teachers are some of the most intelligent and creative minds in the world, and this would only give them more of an opportunity to express their ideas. If schools just conducted frequent meetings to discuss progress, and gave teachers and officials the opportunity to express ideas that would attract certain kids to that individual school it would benefit everyone involved. Not only would teachers be able to further engage in education, but every school would have the opportunity to develop its own personality and atmosphere to reflect its teachers and students. The only individuals that would suffer would be the schools who had no incentive to bring students in and teachers who have no motivation to help kids, and are these the teachers we want to protect? School choice would wipe out our teachers who are only in it for the summers off, and it would provide a pedestal for our educators who go above and beyond by taking advantage of their ability to think outside of the box.

Getting the word out about existing choices for parents and children in St. Louis

“Choice” is too often the last word parents associate with their child’s education. The truth is that there are many school options in St. Louis. Because a child’s education is a vitally important subject, competition and information to local parents is crucial.

St. Louis public schools enrolled almost 33,000 students during the 2006-07 school year. As the largest district in the state, SLPS has 55 elementary, 16 middle, 16 high and 5 special schools. Students are assigned based on simply on address.

Magnet schools are another option though the SLPS district. These schools have no geographic boundaries and offer unique curriculum. For acceptance to a magnet school, families must apply and are then chosen by a lottery system. Early childhood and elementary have 12 schools specializing in math-science-technology, international studies, visual/performing arts, gifted education or general academics. The 12 middle and high schools offer similar special programs plus a military academy.

Charter schools are independent public school alternatives created by teachers, parents or citizens with a common education mission. Charter schools enrolled 10, 342 in their 22 Missouri schools. High-risk applicants in currently failing public schools are given priority.

Inter-district voluntary transfer programs have offered thousands of African-American students from failing public schools in the city the opportunity to attend public schools in the county. The Voluntary Inter-district Choice Corporation (VICC) possesses the related application and information. The county school available depends on the specific location of the city student.

K-12 Virtual schools are a SLPS effort that began in the 2007-08 school year. Courses are offered using web-based methods as a form of distance learning. Interested families must submit an application—which are available online.

Technical and Career Academies are open to city students. Imagine Academy of Careers and Clyde Miller Career Academy are both examples in the St. Louis area. They offer a more job and need related education to high school students.

Catholic and Lutheran Private Schools provide another option. These religiously affiliated schools are located throughout the city, however they require tuition payments. The Today and Tomorrow Education Foundation offers scholarships for city families in need and are currently accepting applications.

Independent Private Schools also offer a non-public tuition education, however theses schools do not have religious ties. Interested parents should apply at the specific school.

Homeschool is yet another education option. Parents may choose to teach their children at home based on state laws. Homeschool families can often receive support from different religious and secular organizations.

http://stlcin.missouri.org/education/K12.cfm

Today and Tomorrow Foundation Success, Growth

The $12 million raised by TTEF was 6 times last year’s funds! This is extremely encouraging growth. The $2,000 private scholarships that will be given to 600 students will undoubtedly have a significant positive impact on these struggling families and the city, while preventing the closing of successful private schools.

Currently, there are 18 Catholic, six Lutheran, six Christian and four private schools to choose from. Parents should have this constitutional right of choice—in the face of continually failing public schools—despite their economic situation.

Thanks to the donations from the Sinquefield Family Foundation, the Lay Family Foundation, Eugene and Evie Williams and Emerson Technology Company, local children will receive the education they deserve and concerned parents can finally shake the sense of helplessness they have come to know all to well.

However, most importantly, TTEF growth will begin to force a vital change to the current failing status-quo of the public school system.

*Information from: http://www.stltoday.com/stltoday/news/stories.nsf/education/story/BF496B7C2F792273862574410012B616?OpenDocument

Superintendent Meets with School Choice Advocate

The superintendent of Springfield, Norm Ridder recently met with Rex Sinquefield, a school choice advocate. Many people know Rex as someone who cares deeply about the children in the state of Missouri and their education. Although some people may have negative feelings about him, they must just be uninformed. He is working so hard to help fix the troubled public school system in our state. A retired business man, is using his money and his time to do something constructive for the children. While he may face opposition, mainly coming from the teachers unions, his ideas may be reaching some. Norm Ridder, who has previously worked in districts with some form of choice, realizes Sinquefield has a business intelligence that has some merit. Ridder says "What's to gain? A lot. What's to lose? Nothing."

According to KSMU Online "Ridder says he had a fruitful conversation with Sinquefield about how to bring more talented people into teaching. Ridder says it’s possible he’ll meet with Sinquefield again."

Finally, people in the public education sector are opening themselves up to Sinquefield's ideas. Although Ridder may not be completely sold on the school choice idea, he at least acknowledges something has got to give. While many think we should simply keep on going with our schools the way they are, many others, myself included, know big changes need to be made if we want to see the improvement we all hopefully want. Of course, it may be hard for people all over Missouri to understand the devastation some of the schools face when their schools are great. But what about the horrible schools, what about the schools that are deemed unaccredited? I know I would never want my children to attend those schools.

I thank Ridder for being open and I thank Sinquefield for trying to create changes here.

Video: Today and Tomorrow Foundation scholarships offered in St. Louis

Choice is fair for teachers and students

Last night I spoke with a woman whose friend (we’ll call her Bonnie) was in her final year of teaching special education.

Before Bonnie retired, another special ed. teacher moved into the area and the school hired her to take Bonnie’s position, knowing she’d be leaving the next year. They moved Bonnie to a classroom with severely disabled children, some with behavioral disorders, most of her class was non-verbal and many needed physical assistance throughout the day.

Bonnie was qualified to teach them. She knew how to work on communication skills and understanding and behavior, but she felt completely unable to handle the physical side, which was very important. She was an older woman and physically could not restrain children or lift those children who needed help getting to the restroom.

This wasn't at all fair to her as a teacher or to the students who needed that assistance but weren't receiving it--or as much as they needed--through no fault of the teacher.

House and Senate Democrats in Missouri are saying that instead of giving students with disabilities a choice to find a school that truly helps them, we should just pay for more teacher training, but Bonnie's experience is exactly why that approach would not work. She is not going to be able to receive training in her last year of teaching, not to mention her obstacle is not teaching--it's the lack of an assistant like many private facilities have who is able to care for students physically.

Students who are not getting that kind of essential service should have the right to transfer immediately out of a situation that is not working, rather than wait, losing precious developmental years, while the state trains their teacher.

Teachers should have the right to work in an environment they're comfortable with, and relieving schools from the burden of having to educate every student whether they have the capacity to or not it the way to do it.

Graduate Crisis

The Turner Report says that public schools cannot turn around low graduation rates on their own, citing problems at Joplin public schools. By now, with statistics that over one million kids are dropping out, we have an obvious problem that can’t be ignored and isn’t going away. If we’ve ever turned away from this issue, or tucked it under a rug, that luxury is gone. It’s far too big to ignore and our schools need critical attention, and as the Turner Report notes, we have to do everything in our power to keep them in school.

Oh, except extending more choice to students. That would be going too far. The blog brings up the staggering problem, then immediately takes swings at the idea of school choice that many believe will offer some relief for the students who are in danger of failing.

It is not “ridiculous” to believe that offering more choices in education will help improve graduation, because it has already happened in other states that have passed legislation providing more educational options. And while there are many factors that keep children from succeeding, and they take a community effort, helping children get paired with the right education environment is one part of that effort.

I think that having a seamless support network that catches children before they slip through the cracks—or drop out—is a huge part of the solution. As a community, however, we have an obligation to make choices more plentiful for the next generation; help them be more likely to succeed. The current Missouri legislation aimed at giving more choices to special needs children is neither taxpayer funded nor detrimental to public schools, but it can give students with special needs the connection to a service that will help them learn.

Ignoring the potential benefit that school choice programs can have to combat the staggering dropout rate is painfully short-sighted. Deciding to forgo even the discussion that school-choice proponents are generating flies in the face of “doing everything we can to keep students in school.” I don’t think we can afford to not give it our all when so many children’s futures are at stake.

Instilling Character

I’ve been giggling lately at how often we use computer metaphors. I try to imagine someone from another century trying to understand what “reboot the system” might mean. That’s exactly what some Georgians want for their state’s character program.

Georgia has been implementing a character-building curriculum called Character First! Since 2000, but there is a public outcry that the program is not going the distance. Critics say the push for character stops at the doors of some schools, and that the programs aren’t being followed through with in the classrooms.

It seems from the quotes in the Augusta chronicle that character building gets an initial, emotional response, but the pressure to sustain that momentum is quick to die away. It’s easy to see how the pressure of test scores and evaluated programs can usurp something vague and unable to be tested like “character”.

Tony Warenzak from Richmond County is offering his own model that he hopes to bring into schools in a much more meaningful, long-lasting way.

"For us, character is more than just a word on a marquee. It's a way of life. It's a paradigm that everybody buys into, with one voice."

There is more than just an epidemic of bullying in schools at stake when children learn values like respect, fairness, honesty and compassion. These are the seeds of the inheritors of our democracy, and to sustain it (let alone make it greater) requires a view that looks beyond one’s individual needs and wants and sees a greater good, a society that benefits from honesty, a neighbor who benefits from compassion, or a business that thrives because of an employer’s fairness.

Making a program, however, that instills good character traits is not as simple as planting a seed or passing a test. I particularly like Mr. Warenzak’s “inside out” approach of letting classrooms and teachers and schools develop their own words and ways of conveying them—a way to own the process as children will eventually be responsible to their communities and actions therein.

In the end, character building programs do not really build character—only people can do that. And there are times to be meek or defer to an adult, and there are times when we should stand up for ourselves or someone else. It can, though, help kids recognize when they have a choice between something right or wrong. That is until they go to college and take a class on moral relativism.

Looping?

Looping is the term for keeping a group of students with the same teacher for more than one school year. That was how AP Literature and History classes worked in my high school (not science or math). From my perspective, this worked very well, but I liked my teachers. Maybe if I hadn’t, I’d feel differently, but I think from my experience it gave my teachers a longer time to build on the progress they had made. I think I still have my semester progress reports from my Literature teacher, and she was able to show me a more comprehensive look at what I had learned and where I could still improve. It was much the same in American History; I had a great teacher and because the class was in effect two years long, we were able to study much more in-depth. My History and Lit teacher also coordinated projects that drew from both disciplines, which was great for analysis and synthesis skills. Overall, it was very challenging and comprehensive and I believe I benefitted from it.

Some districts in Minnesota are questioning if looping is a fad, or if it really does help student achievement. Parents seem to be in favor of looping, see it as a valuable tool and a way to build stronger teacher-student relationships. School districts in metro Minneapolis view it as a “best practice”. Studies, on the other hand, say there is no real difference in test score, teacher ratings or attendance rates between comparable schools that loop/do not loop.

My guess is that I would have learned the same amount of facts from two teachers or one, but other skills I learned (reasoning, analysis, writing) were better served by looping, and I developed great relationships with my teachers. I still talk to them today.

It looks like Minnesota schools may jump-start more studies on the benefits of looping. An interesting tactic with an interesting name!

Rep. Scharnhorst discusses Bryce's Law

Missouri Education: In need of reform

The need for autism education reform in Missouri (Part 2)

The need for autism education reform in Missouri

School Reform News focuses on Missouri's tax credit proposal

Missouri Parents Lobby Hard for Tax Credit Plan

Written By: Ben DeGrow
Published In: School Reform News
Publication Date: April 1, 2008
Publisher: The Heartland Institute

After falling short in previous legislative attempts to enact private tuition tax credits in Missouri, reformers are cautiously optimistic about the prospects of a proposal for a program targeted to special-needs students.

Under Senate Bill 993, financial contributions made to organizations that provide private scholarships to students with defined physical or mental impairments would reduce an individual's state tax liability by 80 percent on contributions up to $1 million.

To be eligible under the proposal, scholarship organizations would have to demonstrate financial accountability and guarantee students can carry the scholarship between different programs. Qualifying schools would have to meet basic safety and health standards, could not discriminate on the basis of race or religion, and would have to provide regular reports to parents on student progress.

Cautious Optimism

Dave Roland, policy analyst for the Show-Me Institute, a think tank in St. Louis, said the state's last four or five legislative sessions saw unsuccessful tuition tax credit proposals targeted at poor students in large, urban districts. He believes SB 993 has a better chance to pass but says school choice champion Gov. Matt Blunt's (R) late January announcement not to seek reelection and other factors might complicate the process.

"It's hard to tell what will happen," Roland said. "I'd like to think there's enough momentum to push it through, but past experience says caution is advised."

State Sen. Jason Crowell (R-Cape Girardeau), who is sponsoring SB 993, expressed more confidence.

"I believe that focusing on special-needs children is an important duty of legislators," Crowell said. "I believe [the bill] will be supported by a majority of legislators."

Compelling Testimony

On February 13, more than 150 people, including many parents of special-needs children, showed up to testify before a Missouri Senate committee in favor of SB 993.

"I hope that because of hearings like this, more people will begin to take notice of what's happening to the children falling through the cracks of the school system," said Shari Kaminsky, a mother of two autistic children from Kirkwood who testified before the committee.

Kaminsky's older son has done well in the special public school district, a government entity organized to deliver educational services to special-needs students. But she removed her younger son when she observed the system was not serving his needs. Since enrolling him last autumn at the private program Giant Steps, she has witnessed marked progress in his verbal and social skills.

But the Kirkwood mother said Giant Steps faces declining enrollment as special school districts have stopped establishing new contracts with private providers.

"Unless there is some degree of choice here, it means there will be no Giant Steps," Kaminsky said. "I should be able to convince the school system that my son should be able to be here, but they're not going to do it on their own."

Crowell characterized much of the testimony as "very heartbreaking and very emotional," citing stories of relocations and broken marriages that resulted from parents' sacrifices made to educate their special-needs children.

On February 20, the committee approved SB 993 and sent it to the full Senate for consideration.

Equal Opportunity

Crowell says his bill's primary purpose is to equalize opportunities for families, regardless of their income.

"The main goal is to put those special-needs children born to middle-class and poorer families on a level playing field with those born to wealthy parents, to give them the same access to a world-class education," Crowell said.

Kaminsky said the $32,000-a-year tuition price tag for Giant Steps eventually may be too much for her family, and the tax credit proposal is needed for some parents, especially in rural Missouri, to access effective private programs in the first place.

Projecting Savings

The bill's sponsor also wants school officials to recognize the potential cost savings in SB 993.

"My hope is that the public education establishment will look at it and see that special-needs children are breaking the bank for many school districts," Crowell said. "If we can get more money put behind their pursuits so that parents can choose a public, private, or parochial school, [we'll] be putting additional dollars into education."

A January 2008 report from the Show-Me Institute found significant cost savings in Missouri's previous tax credit proposals. But Roland pointed out the absence of a cap on either the number of participating students or the scholarship amount would make forecasting the savings from SB 993 nearly impossible.

Ben DeGrow (ben@i2i.org) is a policy analyst for the Independence Institute, a free-market think tank in Golden, Colorado.

I do so like green eggs and ham!

Chuck Muth has offered some interesting comparisons about why more choice in education makes sense.

“Have you ever noticed an intersection where there’s a McDonalds on one corner and a Burger King on another? Or an Exxon station located directly across the street from a Chevron station? Or a Holiday Inn a block up the street from a Hampton Inn? Do you ever wonder why that is? I mean, why don’t these businesses just operate like our government schools: only one per neighborhood?

Because competition works. It improves service. It lowers prices for consumers. And it winnows out bad operators. Public schools, on the other hand, don’t like competition. In fact, they’re scared to death of it. Ever wonder why that is?

I mean, if the public schools are as wonderful as education bureaucrats and union officials say they are, why fear competition and giving parents the same choices in education as they have for, say, health care? The government doesn’t pick your child’s doctor; why should it pick your child’s teacher?

Recognizing that school choice is gaining more and more public support, some school districts are experimenting with what they consider to be parental options. For example, the Clark County school district [Nevada] is currently testing an “open enrollment” pilot program which allows the parents of kids in public schools in the county’s worst region to transfer their kids to any school of their choice – as long as it’s another public school.

Some choice, huh? “Yes, Mr. Jones, you may have any color you want for your new car – as long as it’s black.”

Lo and behold, only 45 students have applied to transfer out of one public school and into a different public school in a far-away neighborhood. Go figure. The excuse for the low response rate given by school district bureaucrats is the lack of “free” taxpayer-funded transportation available to bus kids from the neighborhood public school they’d like to flee to the new school. This excuse, by definition, means we have poor kids trapped in underperforming schools from which there is currently no escape.

The education establishment’s “solution” to this “problem,” of course, will be to take more of the taxpayers’ money to provide “free” transportation. But that won’t fix the problem. What parent wants to bus their kid all the way over to the other side of town?

The real solution, of course, is to have a competitive private elementary school in the same neighborhood as the existing public elementary school. Then and only then will parents have real school choice. But that brings up the real problem: cost.

How can private schools compete with “free” schools? They can’t, of course. Except with parents who are well off financially. So the only way to encourage more people to open private schools in more neighborhoods so kids won’t have to be bussed all over God’s creation is to level the playing field. And that means reallocating the money we’re currently giving directly to the public schools and instead giving it directly to parents to use as they see fit.

If thousands of parents are suddenly waving, say, $5,000 tuition assistance checks in the air demanding a private school in their neighborhood, some private school will find a way to meet that demand. I mean, that’s just what the free market does. It sees a demand and fills it. And the ensuing competition will be good for the public school across the street. As Sharon Caplan, principal of the public Don E. Hayden Elementary School in North Las Vegas said last week, “Competition anywhere is a good thing.” Amen.

It’s time to give real competition and real choice in education a real chance.

Experiencing limitations should offer clues

The St. Louis Post-Dispatch reports on community leaders participating in simulated poverty and the frustrations even when days are only 15 minutes long. The Missouri Ozarks Community Action Agency prepares this exercise to give decision-makers and shapers the insight into what their communities offer for the least fortunate, and what it feels like to be part of the percentage that aren’t benefiting.

One participant looked for daycare vouchers for her child so she could go to school.

Understanding the roadblocks that families run into when they are trying to make ends meet is important as we try to make policies that help. Right now, Missouri is looking at passing Bryce’s Law: tuition tax credit scholarships for families of special needs children that would allow children to transfer to a school that will meet their specific needs—even if their parents can’t afford it. It’s no different from a day care voucher except that taxpayers wouldn’t pay for it: private donations would.

Many have criticized Bryce’s Law as parents seeking some sort of entitlement, which has raised my hackles. Giving parents the option to choose where their special needs child will be best served is their right, but currently that right is being filtered through a local IEP team. I believe that parents are qualified to have the final say about their child’s education. We place the responsibility of feeding them before school, getting them to and from school, and paying for all of the help they cannot find in public schools. The least we can do is give them access to a scholarship to offset costs and give them the flexibility to seek out an education that will really improve their child’s skills.

Some say that tax credits decrease general revenue, and with that funds for public education. The fact is that the program would be revenue neutral, akin to moving a savings account into another bank. It’s still being invested, but it’s been moved because the investor believes they’ll see a better return on their investment in the new bank. And it is that individual’s prerogative to choose the best account. You’ll notice we have many different types of investment options that offer choices to all kinds of needs, and that even the choice to switch banks comes after lots of research and comparison—how much more important is seeing a non-verbal child learn to speak, read, go to college and start their own savings account?

Furthermore, most of Missouri’s tax credits are not revenue-neutral, and no one is calling for their repeal because as much as we need funds for education, we also understand that redevelopment in struggling communities is right, and giving young mothers daycare so they can work or go to school is right, and helping small farmers stay in business is right. So, is providing assistance for families with disabled children right? Unequivocally YES.

A good man--and thorough! Clint Zweifel's hat in ring for Treasurer

So far, Rep. Clint Zweifel’s bid for Treasurer sounds like something I can get behind. He’s talking about studying the effects of policy, rather than just keeping the budget in check. I think that kind of initiative is much needed in the treasury—an oft-overlooked but very key office. It seems to me that Missouri has been in need of that kind of leadership as we consider the policies and programs that Missouri pays for and benefits from. If we have expenditures that aren’t seeing results, and our treasurer can mete these areas out, I see three main benefits: 1) We have more money in the budget for priorities that have been cut, like healthcare. 2) We can begin to work on ways to improve programs that aren’t financially viable to make them work for taxpayers and for beneficiaries. 3) Legislators will have an impetus to create laws that follow a close ratio of fiscal responsibility and maximum benefit.

One program that Rep. Zweifel will vote on in the legislature this year is Bryce’s Law, the scholarship tax credit program for special needs students to transfer to a private institution if their current public school isn’t meeting their needs.

Aside from the obvious social benefits, this makes budget sense as well. The program would set up an 80% tax credit for businesses or individuals who donate into a scholarship fund, and that money would go to IEP students (capped at 10% of all IEPs in Missouri) who aren’t benefiting from their local public school. While critics might argue that a tax credit decreases the amount of revenue collected (as a reason not to pass this bill), there are other ways in which the state saves.

First of all, taxpayers are no longer paying for a child who isn’t achieving, and the school district is relieved of the responsibility of trying to accommodate a child who is developmentally outside their capabilities. Moreover, most scholarships of this nature are far less than what the state pays per pupil, especially for students with an IEP—so what the state doesn’t collect in revenue from the tax credit is substantially less than what it saves, and states like Florida, Arizona and Ohio have seen substantial savings. Those savings can go back into public education.

The cost of caring for severe developmental disabilities and autism over a lifetime can run into the millions. With early intervention, however, many students are able to get back into mainstream education or learn to hold jobs and support themselves—and there is literally no price for that.

Want to know your legislators' views? Give 'em a call!

Readers may have noticed that we’re profiling the education views of Missouri’s legislators. As I’ve been researching the subject, however, there is a decided lack of information on a lot of ‘em. Some have websites that lay out their views and key issues, but others barely have an online presence; some not at all. This brings up the “what did we do before the internet?” query. Well, we had town hall meetings as a necessity, not as a kitschy way to reconnect with voters right before election time. But on a state-wide level, it’s hard to get a handle even now on what ideologies our representatives espouse.

We’re talking lately about special needs legislation (HB 1886 and SB 993) that could have a tremendous impact on families of special needs children: allowing them to transfer to a private school that can meet their specific needs better than their local public school. I think for many parents out there, this is mission critical. Private schools can be costly, and many cannot find the right match for their child in the neighborhood school. With many developmental disabilities, lost time trying to get the right services is a loss of potential or even a regression of symptoms.

With critics and misinformation clouding the real virtues of these bills, the best way to make an impact is to call your legislator to ask them where they stand and ask them to vote yes for your child, or you neighbor or your niece or grandchild.

Find your legislator HERE. If you don’t know your 4-digit zip code extension, remember to click the button above the form that reads “Go to USPS Zip Lookup”. A personal phone call is more important than all the blogs in the world, because blogs don’t vote. Let your Representatives and Senators know what you think.

Stand up

I am unsure why there is still debate in the media surrounding Missouri’s House Bill 1886. It is one of the more philanthropic pieces of legislation to be introduced in the House in some time. Simply put, it allows for a scholarship fund to help children diagnosed with special needs, such as kids with Asperger’s or Autism, go to schools that are more adequately suited for their needs.

Many of these children don’t get the services they require in their current schools, and their families are unable to afford more adept schooling. House Bill 1886 would create a scholarship program to which private citizens could donate, receiving a tax credit in return for their good will. The money would be administered by the state and distributed by scholarship granting organizations.

I hope to see Representative Paul LeVota coming down in fovor of this bill; I know he has made education on of his top priorities.

These are vulnerable children and families that need the help of every legislator.

Trent Skaggs: Represent

One may wonder who Trent Skaggs represents. One answer could be his legislative district 31 and all the constituents inside it. Another answer could be North Kansas City schools. Another answer we’d have to give is the Missouri National Education Association—because he’s voted with their views an impressive 100% of the time, according to Project Vote Smart. And that’s somewhat troubling, given that their mission is to shape the future of public education (and to that I’d add whether you like it or not!). It’s even more troubling because the MNEA often comes out against legislation that would improve education for students in Missouri (but doesn’t boost public schools). They’ve come out against HB 1886 which would give parents an option for choose a more appropriate public school for their special needs child if they are unhappy with the progress made (or not made) at a public school. Many parents already have this choice, because they can afford private institutions. But if a parent has a child with special needs, I firmly believe they should have a right to choose the same—regardless of their income or where they live. The MNEA has mis-characterized this bill in many ways, and it would be shameful if Rep. Skaggs chose not to break his record with them at the expense of better education for special needs students. Ask Rep. Skaggs (573-751-2199) if he believes it’s our commitment as Missourians to educate children only by way of the public schools, or is it our commitment to educate students well by any means possible?

Will Rep. Joan Bray extend help to Missouri's special needs children?

From Senator Joan Bray’s website—if you’re in Ladue, Clayton, Brentwood and many other areas of St. Louis County, Bray is your representative in the Missouri House:

Sen. Joan Bray (D-St. Louis) realizes the vital role higher education plays in the future of Missouri. “If we want to have Missourians who can participate in the cultural and civic life with knowledge and thoughtfulness; if we want Missourians to enjoy their leisure time to maximum benefit; if we want Missourians to be able to participate in the workforce at a high level, we must invest more money more thoughtfully in higher education,” Bray said.

Unfortunately, this sentiment doesn’t hold true for the thousands of special needs children who would be helped by House Bill 1886, which Bray is not supporting.

The estimated number of IEP students in Missouri is 130,000. With the 10% cap imposed by this scholarship tax credit, 13,000 students across Missouri whose public school doesn’t offer the type of services they need can find a private institution that does, or choose another public school with different options without having to move into another district. The benefit would be monumental.

What’s more, HB 1886 meets that need Joan Bray is talking about. Many students with learning disabilities only need a short period of individualized, focused help and are then able to do quite well in a mainstream education—sometimes without an IEP. These are Missourians. They are future doctors, teachers, future grad students and future lawmakers—and we have to support first the ability for students to reach those heights. Ask Rep. Joan Bray to represent Missouri’s special needs children with her vote for HB 1886—just give her a call (573) 751-2514 or email jbray@senate.mo.gov.

Rep. Bartle, defender of merit pay

Tony Messenger at the Springfield News-Leader, not a blogger I typically agree with, has a really nice post about merit pay, specifically some comments made by Sen. Matt Bartle on the issue.

“Sen. Matt Bartle is in the middle of one of those a bit-too-rare moments in the state legislature when a representative or senator speaks from the heart for a long period about an issue of extreme importance. The issue being debated is merit pay for teachers. It's an issue that isn't likely going anywhere in this legislative session.

But Bartle makes a strong point that if Missouri schools are going to be competitive, eventually some form of merit pay will have to be discussed. The issue is gaining support nationwide, and includes support of Springfield Superintendent Norm Ridder. Bartle's amendment would have allowed school districts to pay more for math and science teachers if they wanted to. It had been killed on the floor the day before, but today, he simply made a plea for the NEA and MSTA to reconsider their longheld opposition to merit pay.

It was a good speech.”

I am so impressed with the momentum building on the issue of Merit Pay for teachers in Missouri. Senator Jeff Smith has been talking about a merit pay idea that I like a lot, which would allow teachers to opt-in to a merit pay schedule as an alternative to the straight tenure track. Janese Heavin, education reporter over at the Columbia Daily Tribune has done a phenomenal job addressing teacher pay, from merit-pay to salaries to the potential budget cuts Columbia Public Schools is facing—even as far as administrative salaries. On a side-note, I think she’s doing the best job of any education reporter in the state of really delving into the complexities of local school district decisions and making information and assessment accessible to readers in the district. The Missouri School Boards’ Association supports merit pay. Even the MSTA said they would be open to the idea in small, very restricted, barely-there doses. Ladue has operated with a merit-pay schedule for 50 years.

And now Sen. Bartle has raised his hand, and hopefully raised some eyebrows at the teachers unions. The question at hand now should not be “if” but “how”. Let’s get this party started!

A teacher by any other name...

This week the Senate has passed Senator Lu Ann Ridgeway’s bill to allow a path for professionals with non-education degrees to gain certification as High School teachers.

This is in an effort to respond to the epidemic of teacher shortages across the state, thouh the Senator says it will only make a small dent.

Another Senator and former teacher Joan Bray says this initiative thumbs its nose at teachers who get education degrees and go through the required teacher training programs, asking what would happen if one could become a lawyer with just a few weeks’ training. The bill will now go to the House for approval.

Se. Bray’s criticisms seem unfounded, and, as Ridgeway pointed out, lawyers are not tenured but part o a free market with competition that demands results and in which passing of a bar exam and law education is in effect required to compete.

This story last week gives a prime example of the kind of teachers this legislation will bring in—the kind of teachers who can become a teacher of the year! Teaching does not offer a very competitive salary for professionals who have experience with math, English, science and journalism, so it makes sense to offer them a way to break into the field without the constraints of obtaining another degree, especially when we are so much in need of teachers.

I once had a job where students got an admissions discount, and when asked, many replied “I’m a student of life, does that count?” I heard it so many times, in fact, that it was all I could do not to roll my eyes. But for the teacher of the year, Jason Dinwiddie, his journalism experience was something he could share with students and he had put in “the time” in school and in the field. The other component of a great teacher is, of course, their desire to connect with students and help them learn. I wonder how many other teachers of the year are out there, who will take the opportunity this legislation offers and how many students’ lives will be touched.

Teacher of the Year: unlikely beginnings

This story about Teacher of the Year at Hazelwood makes plain why we need to be able to support a transition from other professional fields into teaching. Jason Dinwiddie was a journalist before trying his hand at teaching, and he found that not only was he good at it—he was GREAT at it and brought a real passion to the classroom.

Upon his return to the St. Louis area, Dinwiddie became a substitute teacher - a choice that had more to do with the job market than a change of heart, he said.

But something happened when he went into a classroom.

"It was the most natural job I think I've ever had," Dinwiddie said. "I discovered I had a knack for it, where every other job I had, I had to work really hard to try to do it."

The reason had to do with who was in the classroom.

"I really enjoyed working with kids," said Dinwiddie, 34, who has taught at Hazelwood East for the last five years. "There is a unique satisfaction you get from being able to help a student enjoy Shakespeare."

He started working as a permanent substitute teacher and was offered a teaching position the following year. He had to go back to school to obtain his certification.

Dinwiddie now teaches an English class and also works as an instructor in the school's Options program that offers more individualized instruction.

He also led the class that assembles the school's yearbook, the Pegasus.

His work with the Florissant Kiwanis Club has helped get the school involved in community service projects. He also works with the school's recycling club.

Dinwiddie said the recognition spotlights some of the school's quality educational efforts, he said.

It's also the third time in the last four years that the district's Teacher of the Year has come from Hazelwood East. Vocal teacher Robert Swingler and math teacher Robin Gray are recent recipients.

The award was a surprise. Dinwiddie heard about it during a cell phone call from the school while he was grocery shopping.

"They gave me the news right when I was checking out," he said. "The only person I had to share it was the guy who was ringing me out. I said 'I just got some great news,' and he said, 'I could tell.'"

Dinwiddie's colleagues also are excited.

"He is so very, very deserving of this award," said Jill Farrar, communications skills department chairperson at Hazelwood East. "The award is a testament to his hard work, late hours, dedication to students and outstanding teaching skills."

Dinwiddie said teaching skills tend to evolve over the first few years of a career.

He said he tries to engage students - to listen to what they have to say.

"You have to be real," Dinwiddie said.

That means trying to not to be all things to all people in a classroom situation, he said.

The photojournalism bug hasn't completely gone away. Dinwiddie remains an avid wildlife photographer, particularly of birds such as blue herons and bald eagles. He and his wife also like to cook so much that they've thought about opening a restaurant.

But Dinwiddie said he still sees himself as a Hazelwood East teacher five years from now. Perhaps it's inevitable. Along with his father's teaching career, his mother Linda teaches in the Ritenour School District. His brother Ben is a social studies teacher at McCluer North High School, and another brother is studying to become a mathematics teacher.

"(Around) my third year (of teaching), a student took her schedule home to her mom," he said. "(Her mom) said, 'Oh, I had Mr. Dinwiddie,' then she said, 'How old is he? He's got to be, like, in his 70s.'"

The mother later wrote Dinwiddie a letter of support.

"She said she hoped her future grandchildren will be taught by future Mr. or Mrs. Dinwiddies," he said.

Let’s make sure that all future Mr. or Mrs. Dinwiddies, all future Teachers of the Year, have an clear road into teaching.

Merit Pay CAN work~but let's not leave it up to Government

Though highly controversial because we simply don't have enough history to learn from, Merit Pay for Teachers Shows Results. When executed in the right context, teachers can be given the proper incentive and yield strong academic advancement for our children. As well, though it would probably be ill-advised for Congress to write merit-pay legislation into a renewed 'No Child Left Behind' because we don't have a long enough track record, that doesn't mean Congress won't do it.

"Teachers didn’t report any of the problems that opponents have predicted would result from performance pay: a divisive school atmosphere, neglect of low-performing students, and favoritism.

Some Members of Congress are considering including performance pay in legislation to renew the No Child Left Behind Act. But it would be a mistake for Washington to begin setting pay policies for the country’s 15,000 school districts. The ACPP was a state-conceived initiative. The best way to encourage innovative policies is by reducing the federal role in education. States and local communities would then have more flexibility to experiment with new approaches.

After all, arguments against performance pay have some merit. Conceivably, a principal could show favoritism toward a teacher who happens to be his golfing buddy. Any reform has to be designed and implemented in a way that avoids those problems, and there is no reason to believe that Washington is best suited for the task.

Almost every business in the private sector has found a way to evaluate, pay, and promote employees based on their individual performance. Their motivation in doing so is direct accountability to investors and shareholders. Likewise, state officials and local school boards are better positioned to design effective, innovative education policies because they are more directly accountable to parents and taxpayers."

I would like to highlight one line: "The best way to encourage innovative policies is by reducing the federal role in education."

My supporting statement comes from the above paragraph too: "Almost every business in the private sector has found a way to evaluate, pay, and promote employees based on their individual performance. Their motivation in doing so is direct accountability to investors and shareholders."

And finally: "The best way to encourage innovative policies is by reducing the federal role in education."

I believe my 84 year old Father had it right when he said that our government hasn't done anything better than the private sector since the GI Bill in the 1950's!