Our blog is a tool box. Make it work for you. Here you will find data, studies, and perspectives that inform the discussion about school choice. Send stories of events in your state. Tell us about studies that clarify issues. Do your own studies. Use the information you find here to advocate for League positions.

COMMENT by pressing the ‘Continue Reading’ button and scroll to the space provided.

CLICK THE PICTURES on the banner to see the FEATURE STORY. LEGISLATION, and LAWSUITS.

VISIT THE COMMITTEES. You will see the latest on national school reform issues. Learn about school and teacher ACCOUNTABILITY, CURRICULUM, LAWS, MANAGEMENT, FACILITY issues, and VOUCHER concerns. We will post questions of the week about the hot topics. Participate through our contact icon.

STUDY THE RESOURCES. Here you will find sources of information. They will grow with your help. Use the Search bar to locate categories of resources. Write articles and make fact sheets for your own groups. Send what you create to share with others.

SUBSCRIBE TO THE BLOG TO RECEIVE EMAIL NOTICES OF NEW POSTS.

Disappearing Dollars in Florida: Still Asleep at the Wheel

Posted on December 10, 2019December 10, 2019 by Sue Legg

The Network for Public Education’s (NPE) latest report Still Asleep at the Wheel gives a state by state listing of charters that received federal dollars and pocketed the money. These charters either never opened or shortly closed after opening. In Florida, $33,896,485 in federal start up money for 187 charters was lost between 2006-2014. This amounts to 37% of all federal funding to start charters in Florida. You can see Florida’s list of charters that received funds but did not open or quickly closed here.

During this same period, approximately $500 million was lost nationwide. Curiously, nationwide between 1995-2005, an additional $500 million cannot be accounted for at all. No records exist for which charters received this funding. It is a lot of money to just disappear.

The Achievement Gap Discussion We Seldom Have

Posted on November 27, 2019November 27, 2019 by Sue Legg

How we see ourselves has so much to do with our willingness to dream. All the hoopla about various forms of equity fall short if children feel hope does not apply to them. What may make a real difference to children is the sense that they belong to a successful group. School grades, however, create winners and losers. Take away school grades and it becomes possible to have real integration, not only by race and economic class but also by academic achievement. Unfortunately, with school grades, ‘A’ school parents are worried their children might suffer if lower achieving students enroll. The ‘A’ grade will fall even if their children have the same courses and teachers.

Richard Rothstein studies this issue. In an article published by the Economic Policy Institute entitled Revived Debate Over School Busing Highlights Deepening Racial Segregation, Rothstein begins with Kamala Harris’ statement in the presidential debate: “That child was me”. She is now running for president, and she was bused to school as a child. Is there a causal link? Read Rothstein’s article. How we see ourselves has so much to do with our own notion of what we can and cannot do.

My school district has passed a large facilities building program. It has instituted a strong equity program. Will it also consider alternative routes to achieve a better racial and economic balance in our schools? Housing patterns make this difficult but not impossible. Real change in achievement takes a commitment to a sense of belonging for all children. It is a difficult road, but maybe the best goal over the long run.

Florida Pension Plan Shortfall

Posted on November 15, 2019November 15, 2019 by Sue Legg

There are rumblings that the 2020 Florida Legislature may revise funding for the Florida Pension Plan. There is no question that the retirement system revenue has declined; it has not been 100% funded since the 2008 recession. The current rate is about 84% of the cost if all people retired at one time. Of course that is an unlikely scenario, but there are now more people vested in the system than are contributing to it. One million public employees participate in the system, about half are teachers and the others are local and state government employees. As retirees increase and new participants decrease, covering costs becomes more problematic.

While there is no immediate crisis, the problems cannot be ignored in the longer run. There are four basic reasons why the funding has declined:

Expectations that the stock market will do well are not always met. Average earnings across years are about 1% below expectations.
The state is not making sufficient employer contributions to the retirement system.
How the state calculates the value of promised retirement benefits increases risk and makes real debt larger.
The switch to 401(k) accounts in 2017 did not require sufficient contributions from employees and employers to cover costs. It may benefit new teachers who leave the profession but not the profession as a whole.

Pensions are not the problem..The real question as always is whether funding pensions is mostly a political, not a financial issue. The National Association of State Retirement Administrators cited a report stating that an 80% funding level is the federal benchmark for financial stability of state pension systems. Florida’s level exceeds that benchmark. Nevertheless, there is a political divide over providing pensions, and it is closely tied to those supporting school privatization. Florida charters and private schools typically do not contribute to retirement systems, and the resulting high teacher turnover keeps salaries lower. Thus, there is more money available for management companies in the private sector. This is not a recipe for a high quality educational system.

This issue may have a strong impact on the growing teacher shortage. Pensions help retain teachers. Kentucky’s teachers’ complaints about pension revision strategies were partially responsible for the recent defeat of their governor. Yet, there are those who advocate replacing teachers with technology. The motivations of those who attack the teaching profession whether they are political or financial in origin, need to be considered.

Florida 2020 Education Legislation Priorities

Posted on November 11, 2019November 11, 2019 by Sue Legg

The 2019 legislative session focused on moving money and managing guns. The laws that emerged funded Schools of Hope vouchers for private schools and shifted funds from public schools to charter school privately owned facilities. A lawsuit against the Schools of Hope vouchers is expected. Funding increases for teachers and students were minimal, but teachers were allowed to carry guns.

The Florida Educational Association (FEA) reached an agreement to end a lawsuit against the ‘Best and Brightest’ bonus system that discriminated against minority and older teachers. A signature from a federal judge will provide compensation to some teachers.

Teacher Recruitment. The focus of the 2020 legislative session may shift to teacher recruitment and what is taught. FEA reported 4,000 teacher vacancies in the fall of 2019, and months later 2,000 positions remain unfilled. In response to significant teacher shortages, Governor DeSantis is calling for a higher starting salary for beginning teachers. The impact may be mixed. Teacher recruitment may improve, but teacher retention may decline. New teachers may earn more than many experienced teachers. At least half of these teachers did not graduate from college level education programs and will need mentoring and professional development that typically is not a legislative priority.

Curriculum Standards. The Governor also called for a revision to the Florida curriculum standards that determine what is taught at each grade level. Draft standards have been released, and a summary of the results of public comment has been released. There was relatively little support indicated for eliminating the Common Core elements that have been in effect for the past ten years. More concerns were reported about the age appropriate level of standards particularly for children in K-3 but also in grade nine mathematics. As content taught in higher grades is pushed down to lower grades, the expectations for reading and math readiness for six to nine year old students become inappropriate for many children.

Where these concerns will lead the legislature is uncertain. Politically, the Governor has promised to end the Common Core skills that confuse parents. Practically, yet another change in standards not only changes what skills teachers must focus on, it also mandates that the state tests, school grades, and teacher evaluations adapt. Teachers’ frustration are due to more than inadequate salary levels. What are the expectations they must meet?

Adding fuel to the fire is the release of the latest National Assessment of Educational Progress (NAEP) results and the SAT and ACT test results for college admission. Scores are down yet again. Achievement gaps between white and minority students are higher. Choice based on competition and test scores is not working within public schools or among public, charter, or private school voucher-type programs.

Parents from all walks of life are questioning the system that pressures students to enroll in advanced courses e.g. AP English, math and science in order to improve school grades or admission to college. For a few students, these courses are a good option. For most, it results in an unrelenting pressure to chase test scores. Once they enroll in college many retake the same course in part because the passing standard of ‘3’ is too low for success in subsequent courses. Some colleges, like the University of Florida, require a ‘4’ on AP exams to earn credit.

It is a conundrum. Students need challenging courses that stimulate their interests, and Florida ranks third in the nation in the number of students who take and pass an AP exam. Yet, less than half of Florida students who take AP pass the exam with a score of ‘3’ or higher. This score represents a ‘C’ grade at the college level. The University of Florida requires at least a ‘4’ in many subjects in order to earn college credit. Many students would prefer advanced courses geared toward alternative career options rather than the basic college track.

How will the Florida Legislature respond to the stalemate in student achievement? More of the same test-driven competition for scores does not work. Dividing funding among public, charter, and private schools is neither less expensive nor more effective. Teacher recruitment and retention and quality facilities are an even bigger problem for charters and most private schools.

2020 legislative priorities for professional education associations are listed below.

Florida School Board Association.

Florida Association of School Administrators.

Florida Education Association.