tag:blogger.com,1999:blog-86143829739551941582024-02-21T01:46:39.453-06:00Tallman Education ReportMark Tallman - Associate Executive Director - Kansas Association of School BoardsAnonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.comBlogger181125tag:blogger.com,1999:blog-8614382973955194158.post-68966200525186464952018-11-09T10:03:00.000-06:002018-11-09T11:03:20.518-06:00Thoughts on Kansas K-12 education after the 2018 electionKASB has been asked by the news media and others to respond
to the 2018 election. Many school leaders probably are as well. Here are some
thoughts.<br />
<br />
First, congratulations to Senators Laura Kelly and Lynn
Rogers who will lead our state as Governor and Lt. Governor – and to all those
will be taking office to serve Kansas. We should recognize all those who
weren’t successful, but still tried to make a difference. Finally, we’ll miss
many officials who have worked to support public education, whether for a single
term or for many years, and thank them for their service.<br />
<br />
We are pleased that Governor-elect Kelly has vowed to make
education her top priority. She and Sen. Rogers were part of a bi-partisan
majority of legislators who, over the past two sessions, passed historic
legislation to restore school funding to constitutional suitability.<br />
<br />
The Kansas Supreme Court has accepted that action with one
important caveat – if the restored funding is phased-in over five years, it
must be adjusted for inflation over five years. Gov.-elect Kelly has pledged to
make that happen.<br />
<br />
Since the Legislature added significant increases in funding
for the first time in a decade last year and this year, school districts have begun
to recover from nearly a decade of limited funding.
<br />
<ul>
<li>Districts provided the biggest average teacher salaries increase
last year since 2009.</li>
<li>Nearly 1,000 positions were restored.</li>
<li>The Legislature made progress in funding the KPERS retirement
system to keep benefits strong for school employees.</li>
<li>Districts added $135 million in programs specifically targeted
at high-needs students: at-risk, bilingual, career tech and special education.</li>
<li>Schools are strengthening individual plans for college and the
workforce with students and parents; districts are entering a new accreditation
system; and the state has embarked on a major school redesign project.</li>
</ul>
It’s important to remember several facts.
<br />
<ul>
<li>Even with additional funding the past two years, total per
pupil funding is lower than it was in 2008 when adjusted for inflation.</li>
<li>Since 2008, Kansas dropped from 24<sup>th</sup> in the nation
to 29<sup>th</sup> in per pupil funding, and 39 states increased funding more
than Kansas.</li>
<li>Kansas teacher salaries increased less than inflation, private
sector salaries, the national average and most states in our region. School
districts had to cut about 2,000 positions statewide.</li>
<li>Over this time, Kansas saw drops in state and national test
scores, and other states have been improving faster than Kansas on other
indicators.</li>
</ul>
Remember, the Legislature’s plan – which was accepted by the
Supreme Court – was to restore operating funds to 2009 levels, adjusted for inflation.
Phasing that in over the next four years will allow school districts to plan on
the best ways to implement these funds and get more personnel in the pipeline to
fill jobs as teachers and support staff.<br />
<br />
<h3>
Specifically, school districts have identified the following
priorities:</h3>
<br />
<b style="mso-bidi-font-weight: normal;">Attract and retain
qualified, effective educators and support staff</b>. This includes providing
more competitive salaries and benefits and encouraging more people to enter the
teaching profession.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Give all students the opportunity to succeed.</b>
This includes continuing to expand early childhood programs, which has been a
priority of Governor-elect Kelly, and fully funding special education programs
to serve students with disabilities.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Increase support for student health and safety.</b>
This includes not only physical safety, such as the grants provided by the 2018
Legislature, but also expanded mental health services to address learning
issues, discipline and suicide.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Prepare students for postsecondary education and career success</b>.
This includes a focus on individual career plans to help students better prepare
for college and the workforce, more career counseling, expanding career tech
programs and concurrent enrollment programs with higher education.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Support effective school operations</b>.
This includes giving local districts the support and flexibility to meet
diverse local needs. We note that incoming Lt. Governor Lynn Rogers served many
years on the school board of Wichita USD 259, the largest district in the state.<br />
<br />
These steps will allow schools to address the five outcomes
set by the Kansas State Board of Education’s Kansans Can vision: address social and emotional
needs, improve school readiness, support individual plans of study and increase
high school graduation rates and postsecondary participation.<br />
<br />
It is important to stress this isn’t just about schools, but
the long-term future of Kansas. The payoff will be a better-educated Kansas workforce
to fill high-skill, high-wage jobs; which results in higher personal income and
lower poverty rates; and stronger state <a href="https://www.blogger.com/null" name="_GoBack"></a>and local economies
based on higher skill, higher wage jobs that support at least a middle-class
life for Kansas families.<br />
<br />
KASB encourages local districts to share your own district examples
of funding challenges over the past eight years; of how you are investing
additional funding; and how additional funding will be used to help more students
succeed. Please let us know if we can help.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcELkwzdOMS8gR5ZANG5QXJ5nPdzw35i3ItMNZ5ZWQDPPLASerzg_m2jjwN3UM6dDTym0xHeUrBgluZYvV_dFV1zu49wnsaU3Hbrn6uNQxeVsEruBRhpZ3VAwqKPHEUlWLu-hT8o_YtagG/s1600/Kansas-Can-HERO-IMAGE.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="280" data-original-width="486" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcELkwzdOMS8gR5ZANG5QXJ5nPdzw35i3ItMNZ5ZWQDPPLASerzg_m2jjwN3UM6dDTym0xHeUrBgluZYvV_dFV1zu49wnsaU3Hbrn6uNQxeVsEruBRhpZ3VAwqKPHEUlWLu-hT8o_YtagG/s320/Kansas-Can-HERO-IMAGE.jpg" width="320" /></a>Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-45767870121962983122018-10-30T09:51:00.000-05:002018-10-30T09:51:15.320-05:00Kansas K-12 funding lags personal spending growth<br />
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Kansas’ investment in public education has been growing much
slower than total income of Kansas residents and spending on most personal
goods and services since 2010, according to new data from the Bureau of
Economic Analysis. (<span class="MsoHyperlink"><a href="https://www.bea.gov/news/2018/personal-consumption-expenditures-state-2017">Link</a></span>)<o:p></o:p></div>
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The decline occurred as Kansas per pupil funding has fallen
behind inflation and other states. There is a strong, positive correlation between
education funding, educational attainment, higher state average income and lower
poverty rates. (See previous posts on <a href="http://tallmankasb.blogspot.com/2018/08/kansas-school-funding-trailed-nation.html">funding</a>
and the link between <a href="http://tallmankasb.blogspot.com/2018/10/path-to-prosperity-invest-in-education.html">education
and economic prosperity</a>.)<o:p></o:p></div>
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The BEA annually reports personal consumption expenditures
by state, defined as “goods and services purchased by or on behalf of
households and the net expenditures of nonprofit institutions serving
households (NPISHs) by state of residence for the 50 states and the District of
Columbia.” (These figures do not include increased funding for school districts
beginning in 2017-18 because income and spending data is not yet available.)<o:p></o:p></div>
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KASB compared Kansas personal consumption expenditures with
total Kansas personal income and total expenditures on K-12 education by Kansas
school districts as reported by the Kansas State Department <a href="https://www.blogger.com/null" name="_GoBack"></a>of
Education.<o:p></o:p></div>
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Between 2010 and 2017, Kansas personal income increased from
$112.1 billion to $141.5 billion, or 26.2 percent. Personal consumption expenditures
increased from $86.1 billion to $106.4 billion, a slightly lower rate of 23.7
percent.<o:p></o:p></div>
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Total school district expenditures increased from $5.5
billion to $6.1 billion, or 8.8 percent. School expenditures dropped from 5.0
percent of Kansas personal income in 2010 to 4.3 percent in 2017.<o:p></o:p></div>
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The 8.8 percent increase in K-12 expenditures between 2010
and 2017 was lower than any category of personal expenditures except for gasoline
and other energy goods, which decreased 2.6 percent 2010 and 2017.<o:p></o:p></div>
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Expenditures on Financial Service and Insurance (37.2
percent), Food Services and Accommodations - dining out and lodging (31.6
percent), Housing and Utilities (29.0 percent), Recreational Services (28.9
percent) and Motor Vehicles and Parts (28.0 percent) increased faster than
Kansas personal income.<o:p></o:p></div>
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Expenditures on Furnishing and Household Equipment (26.0 percent),
Transportation Services (23.1 percent), Recreation Goods and Vehicles (21.8
percent), Health Care Services (21.5 percent), Food and Beverages Consumed at Home
(16.7 percent) and Clothing (10.1 percent) increased less than personal income
but more than K-12 expenditures.<o:p></o:p></div>
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The amount of spending on K-12 educational also ranks low
compared to major personal expenditure categories. Kansas spent $21.9 billion
on Housing and Utilities in 2017, $18.7 billion on Health Care Services, $17.7
billion on Financial Services and Insurance, $10.1 billion on transportation
services, vehicles and fuel, $8.7 billion on Food and Beverages at home, $7
billion on recreational good ands services and $6.3 billion on Food Services
and Accommodations (dining out and lodging), compared to $6.1 billion on K-12
education. Only Clothing and Footwear, at $2.7 billion, was lower than school
district spending.</div>
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This data indicates that Kansas expenditures on public
education have actually been a declining share of total income by Kansas since
2010, and that other categories of expenditure have growing faster than
education funding. In fact, that has been true as far back as 2000. Since 2000,
K-12 expenditures increased 74.6 percent, personal consumption expenditures
78.6 percent and Kansas personal income 84.9 percent.<o:p></o:p></div>
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There would be no problem spending less on K-12 education
and more on personal goods and services if Kansas were getting the education
results they want and need, and/or if funding made no difference in educational
results. However, Kansas education funding has fallen behind inflation and
other states, as have Kansas average teacher salaries. Although Kansas ranks
above average national and regionally in educational outcomes, other states
have been increasing funding more and improving results faster.<o:p></o:p></div>
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To meet future employment needs and compete with other
states, Kansas needs to graduate more students from high school and
postsecondary education. The states with the highest educational outcomes tend
to spend more per pupil than most states, already spend more than Kansas; and
have higher personal income and lower poverty rates. If Kansas continues to
spend less on K-12 education, it will ultimately mean less personal income to
spend on everything else.<o:p></o:p></div>
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There is another impact of personal expenditure changes.
Since 2000, spending on “goods” has increased by 56.1 percent and spending on
“services” increased 92.5 percent. Because the Kansas sales tax is generally
applied to goods and not to services, this shift in consumption from goods to
services is one major reason state revenues have been growing more slowly, and
why lowering state income tax rates and relying more heavily on consumption
taxes that do not includes services will likely further reduce revenues for public
services like K-12 education.<o:p></o:p></div>
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Definitions:<o:p></o:p></div>
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Total personal income is the income received by, or on
behalf of, all persons from all sources: from participation as laborers in
production, from owning a home or business, from the ownership of financial
assets, and from government and business in the form of transfers; from
domestic sources as well as the rest of world. It does not include realized or
unrealized capital gains or losses.<o:p></o:p></div>
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Essentially, the difference between personal income and
consumption expenditures is the total of taxes paid, personal interest payments
and transfer payments to governmental programs such as social security, and
personal savings.<o:p></o:p></div>
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Total K-12 expenditures is all spending by Kansas school
districts, including state, federal and local funding. Most of this revenue is
from taxes, but a portion is personal payments, such as lunch fees and charges
for student materials and transportation.<o:p></o:p></div>
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<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-81131737058344767192018-10-23T06:40:00.000-05:002018-10-23T06:40:15.762-05:00How school districts used increased funding 2017-18: for students and teachers, more salaries and benefits, and programs for student successA review of final 2017-18 budget information for school districts shows how districts used increased funding in response to the <i>Gannon </i>school finance adequacy decision, following almost a decade of lagging behind inflation.<br />
<br />
<b>Key points:</b><br />
<ul>
<li>Over 80 percent of increased funding went to instruction and other programs and services directly impacting students and teachers.</li>
<li>Over 80 percent of the increased funding went to school district employee salaries, benefits and retirement contributions or to contracted services.</li>
<li>School districts used most of increased funding provided for general operating purposes on programs for students with special needs, as identified by the Kansas Supreme Court.</li>
</ul>
<br />
<br />
<b>In depth:</b><br />
<br />
Total school district expenditures increased $407 million in the 2017-18 school year over the previous year. Approximately $200 million of that increase was provided by the Legislature for base state aid, students weightings and local option budget authority in response to the <i>Gannon </i>school finance decision.<br />
<br />
Another $130 million was appropriated by the Legislature for Kansas Public Employees Retirement System contributions, which had been reduced previous year. These funds “pass through” district budgets and are based on employee salaries, but school districts have no control over how these funds are spent.<br />
<br />
The remainder of the increase came from increased capital outlay revenues from local mill levies due to higher valuation; increased payments for school construction bonds approved by local voters, and other local revenues such fees for meals and materials.<br />
<br />
Here are highlights:<br />
<br />
<b>By “function” – Over 80 percent of increased funding went to instruction and other programs and services directly impacting students and teachers.</b><br />
<br />
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The largest increase in funding - $229 million – went to instruction, which pays for salaries of teachers, paraprofessional, classroom aides and classroom supplies.<br />
<br />
Other functions providing direct services to students and teachers – student support, instructional support, school administration, transportation and food services – accounted for $98.2 million.<br />
<br />
Functions that provide for construction and operation of school facilities – operations and maintenance, facilities construction and debt service – increased $63.1 million.<br />
<br />
The smallest increases – a total of $16 million – went to central services and district administration, which supports superintendents, district office, legal and business operations.<br />
<br />
<b>By “Object” – Over 80 percent of the increased funding went to school district employee salaries, benefits and retirement contributions or to contracted services.</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5Iio7bqRzHxOa8CsSrYjWIgrAq5AmUlTMcEQRkZov1UHrwbiQJh5eFsL8scvBFATWH8T1UblGiEIjSjaQKMgWxXzcu7o3sdvZhX6dESNfrts-2p75TAe13ZqphEJ6DAqeDVla9wkpZeI/s1600/How+Districts+used+increased+funding+by+Object.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="352" data-original-width="581" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5Iio7bqRzHxOa8CsSrYjWIgrAq5AmUlTMcEQRkZov1UHrwbiQJh5eFsL8scvBFATWH8T1UblGiEIjSjaQKMgWxXzcu7o3sdvZhX6dESNfrts-2p75TAe13ZqphEJ6DAqeDVla9wkpZeI/s1600/How+Districts+used+increased+funding+by+Object.png" /></a></div>
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<br />
As noted, the Legislature provided a significant increase in KPERS contributions. The increase was partially due to the reduced funding the year before (Fiscal Year 2017) to balance the state’s budget, and partly due to a scheduled increase in contribution rates to address the unfunded liability in the KPERS system. These funds simply pass through a school district’s budget and cannot be used for any other purpose. These funds are also not part of the district’s general fund budget or local option budget.<br />
<br />
The largest portion of the 2018 school funding increase went to employee benefits: $170 million. Approximately $130 million of that increase was due to the increased KPERS contribution. The balance would be other employee benefits, such as increased health insurance contributions.<br />
<br />
The second largest share of the increase, $138 million, was for school district employee salaries (which do not include KPERS and other benefits.<br />
<br />
In total, salaries, benefits and retirement contributions for school employees accounted for approximately three-quarters of the 2018 school funding increase.<br />
<br />
Another $37.8 million was use for “purchases services or property services” – basically, to pay contractors for services provided by employees of other entities, such as education services centers, construction contacts, transportation and food service (for districts that “outsource” those activities).<br />
<br />
Districts spent $41.5 million of the increase to purchase property, equipment, supplies and materials.<br />
Increased payments on school debt and other costs accounted for less than $20 million of the increased funding.<br />
<br />
<b>By “Fund” – School districts used most of increased funding provided for general operating purposes on programs for students with special needs, as identified by the Kansas Supreme Court.</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizRtmxTxLXrXtu8B4cHJNjmYsT9xkb9qSNdUgkj9BXg7fLXfjVrn1Rxx4vjTCCQwkTd5rfgXgguN8Vf7_dmVUAJ7oMK1eRTnQAt-R5PsNgpT4tcdoc_0ztXlPzJPrscQijxsTKGcHZoi8/s1600/How+Districts+used+increased+funding+by+Fund.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="324" data-original-width="575" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizRtmxTxLXrXtu8B4cHJNjmYsT9xkb9qSNdUgkj9BXg7fLXfjVrn1Rxx4vjTCCQwkTd5rfgXgguN8Vf7_dmVUAJ7oMK1eRTnQAt-R5PsNgpT4tcdoc_0ztXlPzJPrscQijxsTKGcHZoi8/s1600/How+Districts+used+increased+funding+by+Fund.png" /></a></div>
<br />
<br />
School districts are required to use fund-based accounting to track spending in specific programs. For example, state aid for at-risk students and special education and required to be deposited in those funds and spent on programs in those areas.<br />
<br />
The largest increase in spending by fund was for KPERS retirement contributions, over $130 million. As noted, these funds are deposited in this fund and immediately transferred to the KPERS system, and cannot used for general operating purposes.<br />
<br />
As far as funds provided for the Legislature in response to Gannon school finance decision on adequacy, an increase of $78.7 million was spent from the At-Risk and At-Risk preschool funds for services to students who are not performing at standards. Another $48.7 million was spent from the special education and special education cooperative funds for students with disabilities. An additional $8.7 million was provided for increased vocational education and bilingual education programs.<br />
<br />
These programs targeted special needs students had a total increase $136.1 million. Increased expenditures from the school district general fund and local option budgets for general education and operating purposes totaled $81.7 million.<br />
<br />
Most of the remainder of the increase in spending was in restricted funds that cannot be used for general operations. Expenditures from the capital outlay fund, which is supported by local capital outlay mill levies and state aid, increased by $40 million. These funds can only be used for construction, remodeling, equipment and limited building maintenance purposes defined by the Legislature.<br />
<br />
Payments from school district bond and interest funds rose by $7.3 million. These funds come from local mill levies for construction bonds approved by local voters, and state aid for this purpose.<br />
<br />
<div>
<br /></div>
Anonymoushttp://www.blogger.com/profile/07750136720265737686noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-61867029391665164872018-10-19T06:51:00.001-05:002018-10-19T06:51:30.732-05:00Common questions about Kansas Public Schools Answered<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQTXWyt1PCfJdZNTQhms-j-Z_wyevtVj0sjby2uI8nP6Tl4Yum3XntCJ1dbzaM9KJZJ5WqY4FOQELZsJZ5d6_AYsjyLA0FEr351oK7ASM7xXrj8Ob9yCss6HsgwHT68mFC4HH2oS59xlbO/s1600/Questions+about+Public+Education.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="989" data-original-width="1477" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQTXWyt1PCfJdZNTQhms-j-Z_wyevtVj0sjby2uI8nP6Tl4Yum3XntCJ1dbzaM9KJZJ5WqY4FOQELZsJZ5d6_AYsjyLA0FEr351oK7ASM7xXrj8Ob9yCss6HsgwHT68mFC4HH2oS59xlbO/s400/Questions+about+Public+Education.png" width="400" /></a></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<b>What are the long- and short-term trends in Kansas
educational outcomes?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<i>Long-term Kansas education levels have improved steadily
for decades and have never been higher, as measured by years of education
completed</i>. <i>Short-term, the record is more mixed.</i><o:p></o:p></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
A higher percentage of students are completing high school,
attending college, and completing college degrees than ever before, both adults
over age 24 and recent high school graduates age 18-24.<o:p></o:p></div>
<div class="MsoNormal">
High school requirements have gotten tougher. Students are
taking more courses, and more core academic subjects. Graduation requirements
and admissions standards for Kansas universities have increased. These changes are
adding value, because average income rises with each additional level of
education.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Kansas state reading and math test scores rose in the 2000’s
before falling in the early 2010’s. On new tests, scores declined slightly in
the past three years.<span style="mso-spacerun: yes;"> </span>On national
reading and math tests at 4th and 8th grade, Kansas scores rose during the
2000s but have fallen back since 2011. The percentage of students scoring
“college ready” on ACT tests increased from 2006 to 2014 but declined the last
several years.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The “four year” graduation rate and percentage of students
participating in or completing postsecondary education has improved over the
last several years (These are new measures).<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>What are the long- and short-term trends in Kansas school
funding?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<i>Long-term Kansas K-12 funding has increased more than
inflation, but not in the past ten years</i>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Prior to 2010, total school funding typically increased
about one to two percent more than inflation each year. From 2010 to 2017,
funding usually increased at less than the rate of inflation or declined. Even
after the Legislature increased funding last year, total school funding was
below 2009 levels when adjusted for inflation.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
However, Kansas education funding has not increased more
than the state’s overall economy. Education funding is at a lower share of the
total income of all Kansans it was in 1990.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As noted, long-term educational outcomes have increased as
long-term funding increased; short-term outcomes have been mixed as funding
didn’t keep up with inflation.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>How have school districts used increased funding in the
past?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<i>Schools used “real” (more than inflation) increases to
improve services to students and maintain quality</i>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
School districts used additional funding to:</div>
<div class="MsoNormal">
</div>
<ul>
<li>Cover increasing student enrollment.</li>
<li>Keep school salaries and benefits competitive
with other states and the <a href="https://www.blogger.com/null" name="_GoBack" style="text-indent: -0.25in;"></a><span style="text-indent: -0.25in;">private sector (which have
usually increased faster than inflation).</span></li>
<li>Lower class sizes.</li>
<li>Serve more students in preschool and all-day
kindergarten.</li>
<li>Expand special education services.</li>
<li>Increase funding for safety, mental health and
school nutrition.</li>
<li>Improve technology and school facilities.</li>
</ul>
<br />
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal">
These efforts were limited from 2009 to 2017 as funding fell
behind inflation. Districts have begun to restore efforts last year and this
year with additional funding approved by the Legislature.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>How do Kansas educational outcomes compare to other
states?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<i>Kansas ranks at or above that U.S. average on a wide
range of education outcomes, and very high when all measures are averaged. But
other states are improving faster.<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
Indicators include national reading and math tests at grades
four and eight, graduation rates, ACT and SAT college readiness tests, and high
school completion and college participation by 18-24-year-olds. Where possible,
this includes data for low-income students and other subgroups. Although many
states do better than Kansas on SOME of these measures, very few do better on
all or most. Overall, Kansas ranks 9<sup>th</sup> when these indicators for the
most recent year are averaged.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
However, in recent years, many other states have improved
more than Kansas on these indicators. In other words, other states have been
“catching up” with Kansas outcomes.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b>How does Kansas educational funding compare to other
states?<o:p></o:p></b></div>
<div class="MsoNormal">
<b><br /></b></div>
<div class="MsoNormal">
<i>Kansas has consistently spent below the national average
and has fallen further behind in recent years</i>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Since 2008, Kansas has fallen behind further behind the
national average. In 2016, the most recent year national data is available,
Kansas total per pupil funding was 30<sup>th</sup> in the nation. Kansas ranked
40<sup>th</sup> in the increase in funding between 2008 and 2016. Kansas has
also fallen behind most states in the region.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">How is Kansas school funding
used?<o:p></o:p></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">Most school funding
goes to instruction (direct teaching of students) and other services for
students and teachers. Less than five percent is used for general administration
and central services. The rest goes to school facility construction, operations
and maintenance.<o:p></o:p></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
Specifically, 54 percent to instruction; 5 percent to
student services; 5 percent to school building principals and staff; 4 percent to
transportation; 4 percent to food services; 3 percent to libraries and teacher
support; 10 percent to debt service on school construction bonds; 9 percent on
operations and maintenance; 2 percent on building construction; 2 percent on general
administration and 2 percent on central services. (2017 school district
budgets.)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Kansas provides less total per pupil funding than most
states, and also less than most states on non-instructional spending, including
administration.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Who determines how
much schools can spend and how the money can be used?<o:p></o:p></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;">School funding is
mixture of state, local and federal funding, with many “strings” attached.<o:p></o:p></i></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><br /></i></div>
<div class="MsoNormal">
The Legislature mostly determines how much general operating
funding districts receive by setting a base amount per pupil, enrollment weightings
and state special education aid; and setting a cap on local option budget.
Local school boards a lot of flexibility in how these funds are spent, but some
are limited to specific programs, like special education, at-risk and bilingual
services.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
School building and facilities costs are mostly determined
by local voters through bond issues and capital outlay levies. These funds
generally cannot be used for general operating purposes.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The federal government provides about 8 percent of Kansas
school funding, and about 40 percent of federal funding is food service
support. Most federal funds can only be used for specific purposes.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-7794724512417473622018-10-17T13:21:00.000-05:002018-10-17T13:21:09.478-05:00Path to prosperity: invest in educationIn the debate over educational funding versus tax cuts, it’s
important to understand the economic impact of state spending on K-12
education.<br />
<br />
Data on state income levels and poverty rates show a strong
positive correlation between economic status and education levels. The same
data shows that states spending more on K-12 education have higher income
levels and lower poverty rates.<br />
<br />
In addition, higher levels of state and local spending per
capita also have a positive correlation with higher state income. This
indicates that a low tax burden and lower spending do not promote higher
incomes and reduce poverty.<br />
<br />
Furthermore, states that spend more on education and other
public services are <i style="mso-bidi-font-style: normal;">more likely</i> to be
economically prosperous. This likely because U.S. economy increasing relies on
higher-skill employees. Investing more in education leads to a population that
is both better educated and more prosperous.<br />
<br />
<h4>
Key Points</h4>
<ul>
<li>States with the highest average income tend to
have the highest levels of college-educated residents.</li>
<li>States with the lowest poverty rates tend to
have the highest levels of college attainment</li>
<li>The highest-income states tend to spend more on
K-12 education.</li>
<li>States with a lower rate of taxes compared to
income are more likely to have lower incomes and higher poverty for residents
than states with higher taxes.</li>
<li>Higher spending on education and other public
services supports economic growth, especially in an economy that demands higher
skilled employees.</li>
</ul>
<br /><h4>
<b>States with the
highest average income tend to have the highest levels of college-educated residents.</b></h4>
<div>
<b><br /></b></div>
There are large differences among states in average income
levels. State per capita income (total income of all residents divided by
population) in 2017 ranged from a high of about $70,000 (Connecticut) to a low
of $36,000 (Mississippi), meaning average income in the top state is almost
double that of the lowest state.<br />
<br />
The range in the percent of persons over 24 with a four-year
college degree or higher is even greater, from a high of almost 45 percent
(Massachusetts) to a low of 20 percent (West Virginia). In other words, the
state with the highest college attainment level is more than double the lowest
state. Kansas ranks slightly above average in per capita income ($47,603, 24<sup>th</sup>)
and well above average in college attainments (33.7 percent, 14<sup>th</sup>).<br />
<br />
Because persons with higher educational attainment on
average earn more than those with lower levels, it is no surprise that there is
a strong correlation between these measures at the state level. As educational
levels rise, income levels rise, with the positive correlation of almost 0.782
(the highest possible correlation is 1.0). <br />
<br />
<div style="text-align: center;">
<img alt="" border="0" data-original-height="557" data-original-width="761" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgj_jJut57TpD9MSHVfjgpL_3TfFp2QnePcmvqHsp4rWdeHrfI-Jfmyq8A0_oOXuD3dco-RkhoC4CihiHTiuF4JrAetFYMSeraIbPEhXTwMhKahcTW98TY5KiGjKIlPZK7YuxVBRoEx7UWG/s400/State+College+Attaiment+and+Per+Capita+Income.png" title="" width="400" /> </div>
There are similarly strong correlations between percent of
population with four-year degrees and both median household income (income of
average household of one or more family members) and average earnings (the
average amount individuals earn from salaries and wages).<br />
<br />
There are also positive correlations between high school
completion rates and income, but the correlation is only about half of strong,
likely reflecting the substantial additional earning power of college
attainment.<br />
<h4>
<br /></h4>
<h4>
States with the lowest
poverty rates tend to have the highest levels of college attainment.</h4>
<br />
There is a strong NEGATIVE correlation between college
attainment and poverty; in other words, as college completion rates rise,
poverty rates fall.<br />
<br />
As with per capita income, the range of state poverty rates
among all persons is quite large, from a high of 19.8 (Mississippi) to a low of
7.7 percent in New Hampshire. The Kansas poverty rate is 11.9, 30<sup>th</sup>
in the nation, meaning 29 states have a HIGHER poverty rate than Kansas.<br />
<br />
<div style="text-align: center;">
<img border="0" data-original-height="527" data-original-width="696" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnGq4o0ffOwofoAbVxrtG3c410AQsaVLMkTlizJBlCp-Q0ZlUPB2clWWwLXp6RO9ibIH6zFahp8e5nlLWDonI6Eaq7EUZfcMIyyxYJaEP7EQLdjDVEs19hqoaV3kwm28Bv_kqyn0hqd67d/s400/State+College+Attainment+and+Poverty.png" width="400" /> </div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
The chart above shows that states with fewer than 25 percent
of adults with a four-year degree or higher almost all have poverty rates of 15
percent or higher; while states with at least 35 percent of adults having a
four-year degree almost all have poverty rates below 13 percent. The
correlation is a negative 0.760. The negative correlation for high school
completion and poverty is just as strong.</div>
<h4>
<br /></h4>
<h4>
The highest-income
states tend to spend more on K-12 education</h4>
<br />
Data not only show higher education levels are strongly
associated with higher incomes and lower poverty rates, it also clear that
higher education levels are almost always supported by higher per pupil funding
at the K-12 level.<br />
<br />
In fact, the correlation between total revenue per pupil by
state in 2016, the most recent year available, and the percent of the
population with a four-year college degree in 2017 is 0.787, almost identical to
the strong positive correction between per capita personal income and college
education levels.<br />
<br />
Per pupil funding in 2016 ranged from a high of $25,730 [SR1] (New York) to a low of $8,244 (Idaho). Kansas total per pupil funding in 2016
was $12,245 (headcount enrollment), which was 30<sup>th</sup> in the nation,
while Kansas per capita income [SR2] was
24<sup>th</sup> – in other words, Kansas ranks higher in per capita income than
in per pupil funding. <br />
<br />
<div style="text-align: center;">
<img border="0" data-original-height="566" data-original-width="765" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrlsC58ucK9G-eahwayUAqnaaa9WgSrDbMZV3brC6C_PxVdWqSeyQTrGo8TjW_8ZIC7NU7jdanX4Nkb_CVffMB7Hhh3aVlfKWkAmkUYEvbW2rzA4-dUADqlsP4mOFLyEwQhxjHAP-09s4J/s400/State+Personal+Income+and+Per+Pupil+Funding.png" width="400" />
</div>
<br />
For example, of the 22 states that exceed the national
average in per capita income ($48,720), only four provide total revenue per
pupil of LESS than the national average for 2016 ($13,894). On the other hand,
of the 28 states below the national average in per capita income, only two
provide MORE than the national average per pupil.<br />
<br />
Why do higher income states spend more on K-12 education? It
is almost certainly both a cause and effect. Additional educational spending
allows states to offer higher salaries to educators, promoting higher quality;
keep class sizes small to provide more individualized attention; provide more
expanded services to students such as early childhood programs, more
counselors, librarians, healthy state, school resource officers and programs to
help students, families and teachers, and improved school facilities, equipment
and technology.
<br />
<br />
At the same time, states with higher personal income can
more easily provide additional school funding. In other words, higher income
states may spend more on education in part because they have more income to
spend; but they have more income to spend because they have high educational
outcomes. Their investment in education has paid off in better economic
results; allowing them to continue making that investment.<br />
<h4>
<br /></h4>
<h4>
States
with a lower rate of taxes compared to income are more likely to have lower
incomes and higher poverty for residents than states with higher taxes.</h4>
<br />
Although reducing taxes is often touted as a way to promote
state economic prosperity, the data does not support the idea that lower taxes
as a percent of income result in higher incomes and less poverty. In fact, the
reverse is true. There is a 0.304 POSITIVE correlation between higher tax
levels as a share of income; in other words, higher tax states are somewhat
more likely to have higher per capita income than lower tax states.<br />
<br />
While this correlation is not as strong as the correlation
between education attainment and income, it certainly does not show that LOWER
taxes promote higher incomes<br />
<br />
There is an even smaller, but also negative, correlation
(0.157) between taxes as a percent of income and poverty rates, meaning poverty
rates are slightly more likely to DECLINE as taxes rise.<br />
<br />
Tax collections as percent of income in 2015 ranged from a
high of 16.5 percent in North Dakota to a low of 6.2 percent in Alaska. Kansas,
at 9.3 percent, was below the national average of 9.9 percent.<br />
<br />
<div style="text-align: center;">
<img border="0" data-original-height="529" data-original-width="719" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXlN5nFa3uI7-SKl_v5U4_G34DCC6CU8mBndTm_ThHWLISYmNld0e8qrN7SjAvCMLhtcy5sN3hSA_8Ea1sTeveCob4N-_NhuYWR222B5bhqwktEPXGCD7HMkO-AOWoGW2wdY0a1bKlxtht/s400/State+Personal+Income+and+State+Local+Tax+Burden.png" width="400" /></div>
This data indicates that tax burden is not as significant a factor
in state income and poverty levels as educational attainment, but to the extent
it has a relationship, higher tax levels are more helpful than harmful.
<br />
<br />
Higher spending on
education and other public services supports economic growth, especially in an
economy that demands higher skilled employees.<br />
<br />
Why do higher tax burdens have at least a somewhat stronger
association with higher incomes and less poverty than lower taxes? One reason
might be that higher spending on public services, including education, has a
positive correlation with higher incomes.<br />
<br />
For example, total per capita state and local expenditures
(in other words, all spending by a state and its cities, counties, school
districts and other local governments, divided by population), had a 0.538
POSITIVE correlation with per capita income, and per capita spending on K-12
education had an even stronger 0.689 positive correlation. In other words, states
that spend more per capita on public services, especially education, tend to
have higher average incomes.<br />
<br />
Total state and local expenditures per capita ranged from a
high of $19,965 (Alaska) to a low of $6,407 (Idaho). Kansas spending was $8,430,
below the national average of $9,003 and ranking 27<sup>th</sup>.<br />
<br />
<div style="text-align: center;">
<img border="0" data-original-height="553" data-original-width="708" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqJcYrTmiNwalmClYb7H5jFzaphqUVqempNmGDVcpLYMU9bK7oXuwYia-A2zYhIoDvFt289OEb3hZpxPJtYln6_tl2pfWeZZoO-Bj7GE2hvL9CZCRpf6MQGpTUzQz4sWqB5TxfxdY9sTCk/s400/State+and+Local+Expenditures+and+State+Personal+Income.png" width="400" />
</div>
<br />
Why does higher spending on public services have a positive
correlation with individual incomes? Likely two reasons. First, many public
goods have a positive economic impact on a state. In an increasingly knowledge-
and skill-based economy, business will expand and incomes will rise if a
state’s educational system produces more skilled residents. In addition, state
and local governments provide transportation infrastructure, law enforcement
and quality of life services that attract and retain companies and their
employees.
<br />
<br />
Second, states with higher-income residents can more easily
afford to provide these services, so they can maintain or expand them. In other
words, it is easier for high-income states to remain high-income because they
already have the advantages of a more educated population, a strong school
system and other public services. On the other hand, low-income states tend to
have a lower-skilled workforce to start with, and a lower tax base to draw on
for resources to improve education outcomes. <br />
<br />
Lower taxes mean individuals may have more “take home” pay
in the short term, but they won’t benefit from new jobs if they lack the skills
those jobs require; and higher paying jobs are more likely to move to a state with
a workforce that has the educational levels to fill them.Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-21269079846060567312018-10-05T08:15:00.000-05:002018-10-05T08:19:32.161-05:00Key facts about school district cash balancesAs final school district financial reports for the 2017-18 school year and budget year are being posted by the Kansas State Department of Education, KASB is updating information as well. Here is an update on school district cash balances.<br />
<br />
<b><u>Key Points:</u></b><br />
<br />
July 1 statewide cash balances dropped this year as a percent of school district expenditures.<br />
<br />
Almost all of the increase in cash balances in 2018 was in restricted school district funds, not available for general operations.<br />
<br />
Statewide July 1 cash balances are at levels experts say is appropriate for moderate financial risk.<br />
<div>
<br /></div>
<div>
School district operating balance percentages are similar to the ending balances and internal borrowing for the State General Fund, approved by the Legislature and Governor.</div>
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<br /></div>
<div>
School district cash balances vary significantly by month because of cash flow issues.</div>
<div>
<b><br /></b></div>
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<b><br /></b></div>
<b><u>In Depth:</u></b><br />
<br />
<b>July 1 statewide cash balances dropped this year as a percent of school district expenditures</b><br />
<br />
The statewide July 1, 2018, total of cash on hand in all funds increased this year, but total school expenditures increased even more. As a result, total cash balances dropped from 33.1 percent to 32.5 percent. The largest share of school district balances is in restricted funds, particularly bond and interest funds to pay for bond payments, and in capital outlay funds, in which districts accumulate cash to pay for capital projects like construction, remodeling and equipment without debt.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhL6wgrMeRI5OpD3Nk2G9UbrTD9O45ApI73MzENUiVWlkosjAP-QEQc_qDLk_JNmIkN2aQXHqXgZURgo2nhuXyyosQ2Bt_kFKZhHRZqWhyphenhyphennOKR_1ferDNg2yyxr5UOhzjjX9XWi-tUh7vi/s1600/2018+Cash+Balance+as+Percent+of+Total+Expend.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="386" data-original-width="493" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhL6wgrMeRI5OpD3Nk2G9UbrTD9O45ApI73MzENUiVWlkosjAP-QEQc_qDLk_JNmIkN2aQXHqXgZURgo2nhuXyyosQ2Bt_kFKZhHRZqWhyphenhyphennOKR_1ferDNg2yyxr5UOhzjjX9XWi-tUh7vi/s1600/2018+Cash+Balance+as+Percent+of+Total+Expend.png" /></a></div>
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Other restricted funds include federal funds, gift and grant funds such as scholarship endowments, insurance reserves and student materials.<br />
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The remaining funds have fewer restrictions and are used to support general school district operations. These generally unrestricted funds dropped from 11.3 percent to 10.8 percent of total expenditures, the lowest since 2014 and approaching levels prior to the Great Recession in 2008.<br />
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<b>Almost all of the increase in cash balances in 2018 was in restricted school district funds, not available for general operations</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIyuIvlH5uYpfcwoUpx_JS8Wn-HSMUblc5HLwpY1liYspatan-Xip2_MMnulM9cPsaOsNgzQrKvriTm5N0S3gS8bcCbYAnNdBZSSnLp-McBsNH2rWFQez3_AnUhzyVbqX0f6EXb1X8lLT2/s1600/Change+in+2018+Balances+and+Expend.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="342" data-original-width="539" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIyuIvlH5uYpfcwoUpx_JS8Wn-HSMUblc5HLwpY1liYspatan-Xip2_MMnulM9cPsaOsNgzQrKvriTm5N0S3gS8bcCbYAnNdBZSSnLp-McBsNH2rWFQez3_AnUhzyVbqX0f6EXb1X8lLT2/s1600/Change+in+2018+Balances+and+Expend.png" /></a></div>
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<br />
Total school districts cash balances increased from $2.016 billion to $2.109 bill from July 1, 2017 to July 2, 2018, but almost of that $93 million was in restricted funds that cannot general education purposes. Cash balances in unrestricted funds changed little and dropped as a percentage of expenditures because school funding increased.<br />
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Here the major changes in school district balances from 2017 to 2018:<br />
<br />
Overall total, all funds: up $93 million (4.6%)<br />
<br />
Capital Outlay: up $36 million (7.3%). Partially due to higher assessed valuation, which meant capital outlay levies raised more revenue than expected. State law limits these funds to building, equipment and maintenance costs, and certain limited building operating costs. Capital outlay levies are subject to voter protest petition.<br />
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Bond and Interest: up $26 million (4.6%). These funds are levied to pay for school construction bonds issue approved by local voters, which have increased.<br />
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Federal Funds: up $6.1 million (14.5%). These are primarily federal programs to assist disadvantaged students and improve teaching. Cash balances in these funds follow federal requirements.<br />
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Gifts and Grants: up $8.5 million (21.5%). These are funds received outside of the school finance formula, such as scholarship endowments and bequests, which are usually tied to specific programs.<br />
Special Reserves: up $6.6 million (5.4%). These funds are reserve for self-insured school district insurance programs, based on actuarial needs.<br />
<br />
All other funds: up $9.8 million (2.1%).<br />
<br />
Increase in total expenditures: $408.1 million (6.7%).<br />
<br />
<b>Statewide July 1 cash balances are at levels experts say is appropriate for moderate financial risk</b><br />
<br />
Unrestricted fund balances are about 11 percent of total expenditures, but a more appropriate comparison is to operating expenditures. From 2017 to 2018, unrestricted cash balances dropped from 16.6 to 16.1 percent of general operating budgets (general fund, local option budget and special education aid). The highest level was 17.5 percent in 2012.<br />
<br />
A state efficiency report commissioned by the Kansas Legislature cited a report from the Governmental Finance Officers Association recommending operating reserve levels of 10 percent or less for low economic risk; 10-15 percent for low to moderate risk; 15-25 percent for moderate to high risk and 25 percent of more for high risk. At 16.1 percent, July 1 district cash reserves were 1.1 percent above the line between low to moderate and moderate to high risk.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_y1vRxSu5XezTgSXTrcgpWd_ErKgzUg_NjmhnH9xYEhh9E3TvsPfPXkKVoPOJQKb_PRkz0XivGViYzMxlAAgWIXJrmkSecpRGK3hePMOz5EpURcgOU47a4M5b0pW2gERbEeLXD7NCwNKc/s1600/Operating+Reserves+as+Percent+of+Operating+Funds.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="627" data-original-width="744" height="337" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_y1vRxSu5XezTgSXTrcgpWd_ErKgzUg_NjmhnH9xYEhh9E3TvsPfPXkKVoPOJQKb_PRkz0XivGViYzMxlAAgWIXJrmkSecpRGK3hePMOz5EpURcgOU47a4M5b0pW2gERbEeLXD7NCwNKc/s400/Operating+Reserves+as+Percent+of+Operating+Funds.png" width="400" /></a></div>
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<br />
<b>School district operating balance percentages are similar to the ending balances and internal borrowing for the State General Fund, approved by the Legislature and Governor</b><br />
<br />
While school district July 1 cash balances in operating budgets dropped from 16.6 to 16.1 percent general operating expenditures in 2018, the state general fund ending balance increased from 1.7 to 6.7 percent, and the state used $900 million in internal borrowing through “certificates of indebtedness” for total of 20 percent.<br />
<br />
Total school district ending balances in operating funds are comparable to the state general fund ending balance plus certificates that borrow from other state funds. Both provide for contingencies such as reductions in revenue or unexpected expenses and to manage cash flow.<br />
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In fact, since 2011 school districts have generally maintained a similar level of cash balances as the state general fund:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUviITaGtCGCK78Mu7GeNLmzkaj1SQHNZ2Mu_DOo0nlAmUzCOM846LKTkRwt-iYOIqozFiftwVtqTK-9Pb0TTi90HYYL6z7NgJGxwSUrmfrtbMU7EoafdOD_nVIh_gudk2Aeuuwjwi4EQg/s1600/Ending+Balance+plus+certificates+as+percent+of+SGF.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="557" data-original-width="707" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUviITaGtCGCK78Mu7GeNLmzkaj1SQHNZ2Mu_DOo0nlAmUzCOM846LKTkRwt-iYOIqozFiftwVtqTK-9Pb0TTi90HYYL6z7NgJGxwSUrmfrtbMU7EoafdOD_nVIh_gudk2Aeuuwjwi4EQg/s400/Ending+Balance+plus+certificates+as+percent+of+SGF.png" width="400" /></a></div>
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<br />
<b>School district cash balances vary significantly by month because of cash flow issues</b><br />
<br />
July 1 cash balances are somewhat misleading because they are a “one-time snapshot.” Balances fluctuate significantly through the year because school districts receive revenue in certain months but must pay bills throughout the year. As a result, some funds have high balances when revenue is received but districts must make those funds last over the following months until additional revenue arrives, or to cover shortfall in other funds.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_IMFZqBO3xpzArjyZ1D7-SXa-xr9zZrR1wzYAWuyBSQ-dB08wWoXdJC1LavuySB_7QxQFZWGs8X-LbpYhblDCFApReHxcgXzGmdb5r4vBUW8gaVBaLoR_qg6mkFTkxUjidBEiayy0IJwb/s1600/Monthly+Cash+Balances.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="536" data-original-width="723" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_IMFZqBO3xpzArjyZ1D7-SXa-xr9zZrR1wzYAWuyBSQ-dB08wWoXdJC1LavuySB_7QxQFZWGs8X-LbpYhblDCFApReHxcgXzGmdb5r4vBUW8gaVBaLoR_qg6mkFTkxUjidBEiayy0IJwb/s400/Monthly+Cash+Balances.png" width="400" /></a></div>
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<br />
Some examples:<br />
To manage the state’s cash flow, districts are required to account for the final state aid payment each year as if it were received in June, but the state does not actually send the money until after July 1. This amount fluctuates between $200 million and $300 million each year.<br />
<br />
School districts must provide special education programs from the beginning of the school year, but state special education aid payments do not begin until October. As a result, districts have high balances in the special education fund to start the year (around $175 million), but those balances fall below $40 million during the year. Districts maintain some reserves for unexpected high cost for students, which can exceed tens of thousands of dollars per year.<br />
<br />
Districts have almost $300 million in local option budget funds in March after receiving property tax distributions and state aid, but those balances are almost entirely spent down to zero at other points in the year.<br />
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Note:<br />
KASB considers restricted funds to include: capital outlay, bond and interest, special liability, no fund warrants, special assessment and adult education (each of which is funded by restricted mill levies), plus federal funds, gifts and grants, school retirement, special reserve (insurance) and the student materials revolving fund.<br />
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Unrestricted funds are: special education, special education cooperatives, summer school, food service, contingency reserve, general fund, supplemental general fund (local option budget), virtual education, declining enrollment, cost of living, ancillary, professional development, activities, at-risk four-year-old, at-risk K-12, bilingual, extraordinary school programs, vocational education, parent education, adult supplemental education and driver training.<br />
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Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-35619265772865189322018-10-01T08:55:00.000-05:002018-10-02T08:15:35.749-05:00Latest reports show both short-term and long-term gains in Kansas education outcomes; positive impact on Kansas economy<b style="background-color: white;"><span style="font-size: 12.0pt;">Summary: </span></b><span style="background-color: white; font-size: 12pt;">Many people ask what Kansans are getting for their spending on public education. Despite what you might hear about no change in educational outcomes,
the latest data from the U.S. census shows that Kansas education levels HAVE
improved, and the state is reaping economic benefits. <o:p></o:p></span><span style="background-color: white;">(</span><a href="https://www.census.gov/programs-surveys/acs/news/data-releases.html?#" style="background-color: white;">Link </a><span style="background-color: white;">to American Community Survey)</span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-size: 12.0pt;"><br /></span></b>
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-size: 12.0pt;">Key Points:<o:p></o:p></span></b></div>
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<br /></div>
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<span style="color: black; font-size: 12.0pt;">Short-term results: for Kansans aged
18-24 - the age group most recently in our public schools - the numbers who
have completed high school, participated in postsecondary education and
completed a four-year degree have increased more than the population
increase.<o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-size: 12.0pt;">Long-term results: the percent of Kansans age
25 and over reaching higher educational levels have improved since 1990,
especially in terms of postsecondary education. Education levels have been
steadily increasing since the Census began reporting data in 1940.<o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-size: 12.0pt;">Because Kansans with higher educational
attainment earn substantially more, the improved education levels since 1990
equal almost $7 billion in additional earnings in 2017, compared to what
earnings would be at 1990 levels – more than the entire amount spent on K-12
education.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;">The same calculation also means increased
education levels equals a reduction of nearly 40,000 Kansas in poverty, or
18.5%.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-size: 12.0pt;">Conclusion</span></b><span style="color: black; font-size: 12.0pt;">: As funding has increased, school districts
have invested in programs and staff that have helped more students complete
high school, participate in postecondary education, and reach higher
education levels. This, in turn, increases earnings and reduces poverty. That's
why K-12 funding an investment that returns long-term
benefits greater than the cost.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-size: 12.0pt;">In depth<o:p></o:p></span></b></div>
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<span style="color: black; font-size: 12.0pt;">The latest update from the U.S. Census
Bureau’s American Community Survey contains state estimates of educational
levels, earning and poverty for 2017. The data shows Kansas educational levels
have reached all-time high levels. This is important context for considering
Kansas school funding, which has also increased over the long term.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;">First, short-term results. Consider Kansans
aged 18-24 - the age group most recently in public schools. The numbers who
have completed high school, participated in postsecondary education and
completed a four-year degree have increased more than the population
increase.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;">The number of Kansans in this age group
increased by about 35,000 between 2005 and 2017. The number of young adults
with any postsecondary participation, up to completion of a two-year degree,
increased by 31,000 and those completing a four-year degree or more increased
by over 5,000. The number of only a high school degree was almost unchanged,
the number who had not completed high school dropped.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPCZ91-n75PZ8-oDExr1wxneBDjEQcI5COvxe_f2vEPX7BWeIX4dWO-FA8jQtaDoSH2ecW85tfPLoGpG7RF8p-qGXzI8Oc3jHCJhrYOsBDZhroRZ5yqhxVCvY5BCf5-U6LXY3-x_7SPWfx/s1600/Kansas+18-24+by+Education+Level.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="329" data-original-width="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPCZ91-n75PZ8-oDExr1wxneBDjEQcI5COvxe_f2vEPX7BWeIX4dWO-FA8jQtaDoSH2ecW85tfPLoGpG7RF8p-qGXzI8Oc3jHCJhrYOsBDZhroRZ5yqhxVCvY5BCf5-U6LXY3-x_7SPWfx/s1600/Kansas+18-24+by+Education+Level.png" /></a></div>
<br />
<span style="background-color: white; font-size: 12pt;">Next, long-term results. Since 1990, the
percent of Kansans age 25 and over reaching higher educational levels has
improved, especially in terms of postsecondary education. Kansans with at least
a high school diploma increased from 8 in 10 to over 9 in 10.</span><br />
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<span style="color: black; font-size: 12.0pt;">Kansans with any postsecondary education,
from a few credits to a one- or two-year degree or certificate, to four years
and beyond, increased from less than one-half to almost two thirds, and those
with a four-year or advance degree increased just over 20 percent to nearly 34 percent. <o:p></o:p></span><br />
<span style="color: black; font-size: 12.0pt;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWV2dsM8E5shIGCYI_5ZWN4ht0WgjpHaPkID595FYVmLUcphrxq9mWB4PvY8Gsk8GmSXMjpiAGuEDQEv0IvFo_SMkQeX2KuwtYHqj2ONSf0jqiwIq4kZ5brtCI0G0Ncx-Ted7DfWkWf1kR/s1600/Kansas+Ed+Attainment+over+24.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="488" data-original-width="685" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWV2dsM8E5shIGCYI_5ZWN4ht0WgjpHaPkID595FYVmLUcphrxq9mWB4PvY8Gsk8GmSXMjpiAGuEDQEv0IvFo_SMkQeX2KuwtYHqj2ONSf0jqiwIq4kZ5brtCI0G0Ncx-Ted7DfWkWf1kR/s400/Kansas+Ed+Attainment+over+24.png" width="400" /></a></div>
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</div>
<span style="color: black; font-size: 12.0pt;"><br /></span></div>
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<span style="color: black; font-size: 12.0pt;">These continue long-term trends for almost 80
years. Census data has reported high school completion and four-year degree
completion since 1940. At that time, only bout about one-third of Kansans had
completed high school and only five percent of Kansas had a four-year degree.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;">Next, consider the impact on this change on
Kansas economic well-being. Because Kansans with higher educational
attainment earn substantially more, the improved education levels since 1990
equal almost $7 billion in additional earnings, compared what earnings would be
at 1990 levels – more than the entire amount spent on K-12 education.<o:p></o:p></span></div>
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<v:imagedata src="file:///C:/Users/markt/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png"
o:title="A screenshot of a cell phone Description generated with very high confidence"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--></span><span style="color: black; font-size: 12.0pt;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWtJ4nsal2mhbTT0kzbT3Wy_Xe-oXBu3gSZfUG8mYEgD_4JueCeS14VCGJWhIkr4wBzf35AXilfioOFiA0F2uZWCMJQlYQx9NoyJOKwq4t7H4hGr1RrTBwHlOIxlfmcEOLLp1WNKyBl3Mm/s1600/Kansas+Ed+Levels+and+Earning+2017.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="273" data-original-width="805" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWtJ4nsal2mhbTT0kzbT3Wy_Xe-oXBu3gSZfUG8mYEgD_4JueCeS14VCGJWhIkr4wBzf35AXilfioOFiA0F2uZWCMJQlYQx9NoyJOKwq4t7H4hGr1RrTBwHlOIxlfmcEOLLp1WNKyBl3Mm/s640/Kansas+Ed+Levels+and+Earning+2017.png" width="640" /></a></div>
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<span style="color: black; font-size: 12.0pt;"><br /></span></div>
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<span style="color: black; font-size: 12.0pt;">The same calculation also means increased
education levels equals a reduction of nearly 40,000 Kansas in poverty, or
18.5%.<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOvhIhbQd63ykaRiURYbh9EETy3Svm6dkFqrqRUWVLvRDBHZJt0c2AAk2bQbNvJ88In2_jEd2XkAaJmT1_lQSuvCj5CM1UsKd2VbkZzoOCHOb4hCzcvmYyoLKismzCGkHBoOAql6R80bBt/s1600/Kansas+Ed+Levels+and+Poverty+2017.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="332" data-original-width="807" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOvhIhbQd63ykaRiURYbh9EETy3Svm6dkFqrqRUWVLvRDBHZJt0c2AAk2bQbNvJ88In2_jEd2XkAaJmT1_lQSuvCj5CM1UsKd2VbkZzoOCHOb4hCzcvmYyoLKismzCGkHBoOAql6R80bBt/s640/Kansas+Ed+Levels+and+Poverty+2017.png" width="640" /></a></div>
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<span style="color: black; font-size: 12.0pt;"><o:p><br /></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;"><o:p><br /></o:p></span></div>
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<b style="font-size: 12pt;">Conclusion</b><span style="font-size: 12pt;">: This information is a measurement
of how the Kansas public school system has been accomplishing its constitutional
responsibility for intellectual, education, vocational and scientific improvement.</span></div>
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<span style="color: black; font-size: 12.0pt;">It also provides important context for school
funding discussions. It is sometimes suggested that there has been not much
change in Kansas educational outcomes, despite increased funding; with a further
suggestion that additional funding will not result in improved outcomes.<o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-size: 12.0pt;">In fact, as recent KASB posts have discussed,
Kansas funding historically has increased more than inflation (except from 2010
through 2017). As funding increased, school districts have invested in programs
and staff that have helped more students complete high school, participate in
postecondary education, and reach higher education levels. This, in turn,
increases earnings and reduces poverty.<o:p></o:p></span></div>
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<span style="color: black; font-size: 12.0pt;">Although K-12 funding has increased more than
inflation, it has not increased at a faster rate than total personal income in
the state. That's why school leaders consider K-12 funding a classic example of
an investment, not simply an expense: “purchase of goods that are not consumed
today but are used in the future to create wealth.” <o:p></o:p></span></div>
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<br /></div>
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<span style="color: black; font-size: 12.0pt;">Improved educational outcomes create far more
than economic benefits: preparing students to be participate in democratic
institutions, improving health, understanding and appreciating cultural heritage
and the arts, to cite some of state’s educational goals (Rose capacities) set
by the Kansas Supreme Court and Legislature. But fundamentally, improving
education has both a cost and pay-back in long-term economic benefits.<a href="https://www.blogger.com/null" name="_GoBack"></a><o:p></o:p></span></div>
<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-63972193168090562792018-09-24T16:14:00.001-05:002018-09-24T16:14:57.718-05:00Updated school finance information: funding increase, inflation adjustments, share of personal income and general state budget<h3>
Kansas school district expenditures hit a new high last year – but not after adjusting for inflation
</h3>
<br />
<a href="http://3.bp.blogspot.com/-LkRkZh7pP88/W6lDmRQamLI/AAAAAAAABxw/veC7s-IvKWUWG1X_HJcvDBSXtoeJLpBUACK4BGAYYCw/s1600/Kansas%2BSchool%2BDistrict%2BExpenditures.png" imageanchor="1"><img border="0" src="https://3.bp.blogspot.com/-LkRkZh7pP88/W6lDmRQamLI/AAAAAAAABxw/veC7s-IvKWUWG1X_HJcvDBSXtoeJLpBUACK4BGAYYCw/s1600/Kansas%2BSchool%2BDistrict%2BExpenditures.png" /></a><br />
<br />
The most recent update from the Kansas State Department of
Education shows that total school district expenditures last year (20187-18)
were $6.49 billion, or about $410 million more than 2017. About $325 million of
the increase was state aid, and $130 million of THAT was to restore
contributions for the Kansas Public Employees Retirement System that has been
reduced the previous year.<br />
<br />
Local funding increased by $94 million, party because an
error in drafting the 2017 school finance bill reduced state aid for local
option budgets, requiring more local funding, and party because of increased local
funding for capital outlay and school bond payments.<br />
<br />
Although $6.49 billion in total expenditures was the highest
ever for Kansas school districts, when adjusted for inflation, it remains below
the 2009 level. Total expenditures in 2018 were $124.3 million below
inflation-adjusted 2009. That means total spending is less than it was a decade
ago. (KASB adjusted for inflation using the Kansas consensus revenue estimate for inflation for 2018.)<br />
<br />
Total expenditures include all dollars flowing through
school district budgets.<br />
<br />
KASB also tracks the total of school district general fund
and local option budgets, plus special education state aid, which provide a basic
state and local “operating” budget for educational programs. The final legal
maximum budget reports posted by KSDE show these funds totaled $4.34 billion in
2018, up from $4.15 billion in 2017. That nearly $200 million increase was
mainly due to higher base state and weightings as the Legislature responded to
the Supreme Court’s decision on school finance.<br />
<br />
When adjusted for inflation, general fund, LOB and special
education in 2018 were $460 million below 2009. In fact, these funds in 2018 were lower than
the 2007 level. The Legislature acknowledged this gap in its response to the
Kansas Supreme Court in the Gannon school finance case. The Court ruled that
the Legislature’s $500 million-plus, five-year school finance plan passed this
session would be acceptable, but only if adjusted for inflation over the time
it is phased-in.<br />
<br />
School district general fund levels and special education is
determined by the state through base aid, weighting factors and appropriations.
The state also caps the amount of local option budgets.
<br />
<br />
Total expenditures include bond and interest payments
approved by local voters, capital outlay funds raised by local mill levies
(plus state aid for both programs); KPERS contributions which were underfunded
in previous decades and now are increasing more rapidly as the Legislature
tries to catch up; all federal funds; most food service costs; and other any
local revenues like student fees for meals, materials and transportation. Most
of these funds cannot be use for regular operating costs like teacher salaries.
<br />
<br />
<div style="text-align: left;">
A 10-year history of total expenditures statewide and for
individual districts is available at KSDE’s Data Central School Finance Reports
<a href="https://datacentral.ksde.org/school_finance_reports.aspx">link</a>.
Select Total Expenditures from the drop-down menu.</div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsC5SHyRZ6wLiIXgB5aSA8tyPXgEQvxI6RMwgJji8yUr2l_janHyjFVrWoiTY1dhhQhXR5KiTuDUIcD4w4pDbwwYXRb35B694jaZu7iv89b2VNyYGHKSZTap8nYHCB6B-6Zo04S0C5UN7z/s1600/Table+KS+Districts+Statewide+Total+and+Operating+Expen+History+1975+to+2018.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="951" data-original-width="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsC5SHyRZ6wLiIXgB5aSA8tyPXgEQvxI6RMwgJji8yUr2l_janHyjFVrWoiTY1dhhQhXR5KiTuDUIcD4w4pDbwwYXRb35B694jaZu7iv89b2VNyYGHKSZTap8nYHCB6B-6Zo04S0C5UN7z/s1600/Table+KS+Districts+Statewide+Total+and+Operating+Expen+History+1975+to+2018.png" /></a></div>
<h3>
<br /></h3>
<h3>
Per pupil funding remains below 2006 and 2007 levels after adjusting for inflation</h3>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-ykXuoan1dQ4/W6lEr_Kqh6I/AAAAAAAABx4/rzVwiXoUZj809iqBstznvdtodldoThH0ACLcBGAs/s1600/KS%2Bper%2Bpupil%2Bfunding%2Bhistory.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="390" data-original-width="550" src="https://2.bp.blogspot.com/-ykXuoan1dQ4/W6lEr_Kqh6I/AAAAAAAABx4/rzVwiXoUZj809iqBstznvdtodldoThH0ACLcBGAs/s1600/KS%2Bper%2Bpupil%2Bfunding%2Bhistory.png" /></a></div>
<br />
<br />
The latest information provided by the Kansas State
Department of Education show that both total school district expenditures and the
combined general fund, local option budget and special education state aid
reached new high levels last year, following significantly increased state
funding. However, when adjusted for inflation, both remain below previous high
marks.<br />
<br />
Because student enrollment has also increased in recent
years, <b>per pupil</b> funding has increased less and remains farther behind
inflation than overall spending. On a headcount basis (counting each enrolled
student as one student), total expenditures per pupil was $13,106 in 2018. That
remains below the level of $13,356 in 2007. General fund, local option budget
and special education aid per headcount student was $8,771, lower than the 2006
level of $8,989.
<br />
<br />
In other words, even after substantial increases in funding
last year, per pupil purchasing power is still less than it was 11 to 12 years
ago.<br />
<br />
In fact, total expenditures per pupil in 2018 was $962 below
inflation-adjusted 2009, or a total of $476.5 million. General fund, LOB and
special education aid operating funds were $1,444 per pupil below inflation-adjusted
2009, or a total of $715.3 million. That is a major reason the Kansas Supreme
Court ruled that the Legislature’s $500 million-plus school finance proposal
would be acceptable, but only if adjusted for inflation over the time it is
phased-in.<br />
<br />
In addition, the number of students with greater learning
challenges due to poverty and disability has grown faster than the regular
enrollment, and educational expectations on schools has also increased.<br />
<br />
Note: KASB uses “headcount” enrollment to calculate a per
pupil amount because until 2018, the full-time equivalent number reported by
KSDE counted all kindergarten students as half-time students, even if they were
attending full-time. The FTE number continues to count only preschool students
funded by the state, not those funded by local districts. Because of the growth
in such students, KASB believes the headcount number provides a more consistent
comparison over the years and a more accurate count of the number of students
the district is educating. Federal reports also use headcount.<br />
<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKUmaKWhH2ZUHzy4yT-pv1NeHQfleLDC3Y5zQ4XP56begy57HfFCj9DUTRF5FB0WLMrUYrrEb0WacxL-ZMobRgN1KzX7ovpZpGrt6809gOmNW2LqdoK7yeeW8wrdEoTo64dx4Gu1zc_Tat/s1600/Table+History+of+Per+Pupil+Funding+1990+to+2018.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="671" data-original-width="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKUmaKWhH2ZUHzy4yT-pv1NeHQfleLDC3Y5zQ4XP56begy57HfFCj9DUTRF5FB0WLMrUYrrEb0WacxL-ZMobRgN1KzX7ovpZpGrt6809gOmNW2LqdoK7yeeW8wrdEoTo64dx4Gu1zc_Tat/s1600/Table+History+of+Per+Pupil+Funding+1990+to+2018.png" /></a>
</div>
<br />
<h3>
<br /></h3>
<h3>
School funding remains low compared to previous share of Kansans’ total personal income </h3>
<div>
<br /></div>
<h3>
<div class="separator" style="clear: both; text-align: center;">
</div>
</h3>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-iy_g1BD0xJM/W6lF4Wd_WnI/AAAAAAAAByE/LTQKh-57Eyo83LucFtGEF68JLH0e1lAzQCLcBGAs/s1600/Chart%2BSchool%2BFunding%2Bas%2BPercent%2Bof%2BKS%2BPersonal%2BIncome-BLOG.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="350" data-original-width="550" src="https://1.bp.blogspot.com/-iy_g1BD0xJM/W6lF4Wd_WnI/AAAAAAAAByE/LTQKh-57Eyo83LucFtGEF68JLH0e1lAzQCLcBGAs/s1600/Chart%2BSchool%2BFunding%2Bas%2BPercent%2Bof%2BKS%2BPersonal%2BIncome-BLOG.png" /></a></div>
<br />
Kansas personal income is the total income the people living
in the state receive from wages, proprietors' income, dividends, interest,
rents, and government benefits. Comparing educational expenditures to that
amount is an indicator of how much of people’s income is going to support
public schools.<br />
<br />
With increased state aid and more local revenue authority, in
2018 total school district expenditures increased to 4.51 percent of state
personal income from 4.39 percent the previous two years. It was the highest
level since 2011 (4.58 percent), but still well below the 20-year average from
1990 to 2010 (4.74 percent).<br />
<br />
School district general funds, local option budgets and special
education state aid were 3.02 percent of state personal income, up from 2.99
percent in 2017, but far below the 1990-2010 average of 3.65 percent.<br />
<br />
<a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=8614382973955194158" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>This means that Kansans are currently spending or investing
a lower percentage of total annual income to support public education than in
previous decades, even after significant increases in funding last year.
<br />
<br />
Note: The 2018 levels are based on estimates of Kansas
personal income growth projected by the state Consensus Revenue Estimating
process. The April CRE projected Kansas personal income would increase 3.9
percent from $138.6 billion in 20127.<br />
<br />
<br />
<div style="text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhudi6DbAJHwHMprbK6mSS-UEPovt2ndRZNz0k_ogQQROiYBUwWASH9isKw34n5p3_YrE0pbuyTmxV5DRaHpogspQn5VD272AhTRyOJF9huKLDDRxr6JXpOJSRfKBS961ZM3wIEcGqGVtiB/s1600/Table+KS+Personal+Income+1990+to+2018.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="420" data-original-width="251" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhudi6DbAJHwHMprbK6mSS-UEPovt2ndRZNz0k_ogQQROiYBUwWASH9isKw34n5p3_YrE0pbuyTmxV5DRaHpogspQn5VD272AhTRyOJF9huKLDDRxr6JXpOJSRfKBS961ZM3wIEcGqGVtiB/s1600/Table+KS+Personal+Income+1990+to+2018.png" /></a>
</div>
<h3>
<br /></h3>
<h3>
The share of state general funding spending going to K-12 state aid has remained stable for 25 years</h3>
<div>
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD6kt6ssA_woN0rLLfROBIYOVzC2UVhFQjSMYk_IJ7GvSzDY_N_K5rq_FLH3otjiLeuboMS9vOyMCnM57mRIjGEkoBtPVMf0ZZn54hXCBQ79MdpNwbB5nUrV5ydgfg8lZkCrbLLvSn3Hvn/s1600/KS+state+aid+as+percent+of+SGF.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="386" data-original-width="637" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD6kt6ssA_woN0rLLfROBIYOVzC2UVhFQjSMYk_IJ7GvSzDY_N_K5rq_FLH3otjiLeuboMS9vOyMCnM57mRIjGEkoBtPVMf0ZZn54hXCBQ79MdpNwbB5nUrV5ydgfg8lZkCrbLLvSn3Hvn/s400/KS+state+aid+as+percent+of+SGF.png" width="400" /></a></div>
<br />
<br />
Despite increases in state aid approved for 2018 and 2019,
K-12 funding is not taking a larger share of the Kansas state general fund
budget.<br />
<br />
From the passage of the School District Equalization Act to
the 1992 School District Finance and Quality Performance Act, the state
constantly allocated about 40 percent of the general fund budget to K-12 aid.
The 1992 law, fully implemented in 1994, raised state aid to reduce and
equalize local property taxes for schools. As a result, K-12 aid increased from
approximately 40 percent of the state general fund to approximately 50 percent.<br />
<br />
Since 1994, K-12 aid has averaged 49.7 percent of the state
general fund. In 2018, it was estimated to be 50.5 percent; in 2019, state aid
is predicted to be 49.7 percent of SGF.<br />
<br />
In other words, despite several decades of school finance
litigation including the recent Gannon case, and increased state aid as result
of these cases, school district aid is not taking a larger share of the state general
fund budget.
Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-64321653837835884792018-09-20T14:01:00.001-05:002018-09-20T14:01:35.897-05:00Mini-post: question about principals<div class="OutlineElement Ltr SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;">
<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{22}" paraid="787283591" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">After today’s post, a local board member sent </span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">me the </span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">following question </span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">from a</span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"> constituent: “W</span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; color: #212121; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">hat has changed in the last 30 years requiring more asst. principals today than when I was in high school?”</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"><span style="font-family: inherit;"><br /></span></span></div>
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<div class="OutlineElement Ltr SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;">
<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{45}" paraid="1091769446" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">KASB doesn't have specific data back 30 years easily accessible, but we can dig deep if needed. We have Kansas staff data back to 1997, or 20 years, rather than 30.</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"><span style="font-family: inherit;"><br /></span></span></div>
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<div class="OutlineElement Ltr SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;">
<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{47}" paraid="71329685" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">In 1997, Kansas had 1,673.5 principals and assistant principals and 466,368, or 278.7 students per principal/AP.</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"><span style="font-family: inherit;"><br /></span></span></div>
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<div class="OutlineElement Ltr SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;">
<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{51}" paraid="306065909" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">In 2018, Kansas had 1,792.7 P/APs and 495,356 students, or 276.3 students per principal/AP.</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<div class="OutlineElement Ltr SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: white; clear: both; cursor: text; direction: ltr; margin: 0px; overflow: visible; padding: 0px; position: relative; user-select: text;">
<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{55}" paraid="1572803524" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">In other words, we have more principals because we have more students - the ratio has changed very little in 20 years.</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"><span style="font-family: inherit;"><br /></span></span></div>
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<div class="Paragraph SCXW71104571" lang="EN-US" paraeid="{cbe584ca-de12-4b8f-a751-c262fbeceba6}{59}" paraid="229353280" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; overflow-wrap: break-word; padding: 0px; user-select: text; vertical-align: baseline;" xml:lang="EN-US">
<span style="font-family: inherit;"><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US">However, there are several other reasons for more principals (and other administrators):</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></div>
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<ul>
<li style="color: windowtext;"><span style="font-family: inherit;">Schools have added many more teachers, paras, aides, and other positions working with students. Principals help supervise, evaluate and lead other staff members in the school building.<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></li>
<li><span style="font-family: inherit;">Expectations for school leaders have changed. We expected more students to be successful; that means changing the way school operate. Principals <span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"><span class="AdvancedProofingIssue SCXW71104571" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: inherit; background-image: url("data:image/gif; background-position: left bottom; background-repeat: repeat-x; border-bottom: 1px solid transparent; margin: 0px; padding: 0px; user-select: text;">have to</span></span><span class="TextRun SCXW71104571" lang="EN-US" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; font-variant-ligatures: none !important; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;" xml:lang="EN-US"> be instructional leaders, not just facility managers.</span><span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></li>
<li><span style="font-family: inherit;">There are much greater concerns about non-academic issues facing students, from building security to bullying and suicide prevention, and effective discipline. These tasks usually fall to principals.<span class="EOP SCXW71104571" data-ccp-props="{"201341983":0,"335559739":160,"335559740":259}" style="-webkit-tap-highlight-color: transparent; -webkit-user-drag: none; background-color: transparent; color: windowtext; line-height: 19.425px; margin: 0px; padding: 0px; user-select: text;"> </span></span></li>
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Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-71404454900406009172018-09-18T13:21:00.000-05:002018-09-20T06:27:26.267-05:00Too many principals in Kansas schools? Not for successful studentsA <a href="http://www.cjonline.com/news/20180912/kris-kobachs-claim-about-wichita-school-administrators-not-true">spokesperson </a>for Kris Kobach’s campaign for Governor says that twelve principals and assistant principals for two Wichita schools is “clearly excessive.”<br />
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However, data shows that compared to state and national averages, those two schools actually have fewer principals than would be expected, based on enrollment.<br />
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According to reports requested from the Kansas State Department of Education’s Data Central (<a href="https://datacentral.ksde.org/">link</a>), Wichita East and Wichita North High Schools have a combined enrollment of 4,508 (2,331 plus 2,177). That means 12 principals and assistant principals would be responsible for 376 students each. (4,508 divided by 12).<br />
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Statewide enrollment reports indicate a total of 518,712 headcount students in Kansas. State personnel reports show 1,187.5 principals and 606.2 assistant principals statewide, for a total of 1,793.7. That means on average, Kansas principals and assistant principals are responsible for 289 students. (518,712 divided by 1,793.7) In other words, if there are 12 principals with over 4,500 students in two high schools, those buildings have fewer building leaders for the number of students compared to the state as a whole (376 versus 289).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSAX-kR3WhkNt4-4-qGccSsQP407z_67PRc30J6qUQJrw9HUzOzDk7kDvZIHrzm-dmeCY5UX3jjAO39Sg7WvdFSDhkBY89uJATQbvDGRWeap7yZKsJ7KQSY_14SmjncDwKPxK-XZwgMI7O/s1600/Students+Per+Principal.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="487" data-original-width="715" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSAX-kR3WhkNt4-4-qGccSsQP407z_67PRc30J6qUQJrw9HUzOzDk7kDvZIHrzm-dmeCY5UX3jjAO39Sg7WvdFSDhkBY89uJATQbvDGRWeap7yZKsJ7KQSY_14SmjncDwKPxK-XZwgMI7O/s400/Students+Per+Principal.png" width="400" /></a></div>
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How does Kansas compare to national data? The most recent reports are from 2014-2015. At that time, Kansas had nearly 100 more principals and assistant principals (1,899) with lower total enrollment (496,444), or 261 students for every principal and assistant principal. Nationally, the ratio was slightly higher (287 student for every principal) than Kansas in 2015, but almost identical to what was last year. The national average was also far less that the average at Wichita East and North.<br />
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However, the top achieving states on 15 educational outcomes had an average student/principal ratio of 260, below that national average and Kansas. The ten lowest achieving states had an average ratio of 306, higher than the national average.<br />
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In other words, the top achieving states have more principals compared to their enrollment, and the lowest achieving states have fewer.<br />
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Why would more principals and assistant principals be associated with higher student performance?<br />
Research shows school leadership makes a difference in student achievement. Scholars at McREL, a non-profit education and research center in Denver, analyzed 70 studies involving approximately 1.1 million students and 14,000 teachers, and found a substantial relationship between leadership and student achievement.<br />
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Principals have these key roles in school buildings: providing overall leadership for all staff in the building, guiding, evaluating and supporting teachers, and dealing with students in areas such as discipline, safety, policies and activities.<br />
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A first-person description of what assist principals do today in today’s public school system is provided here (<a href="https://mablack.blog/2018/09/13/what-does-an-assistant-principal-do-anyway/">link</a>).<br />
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Here is most recent national data on the number of principals and other school staff. (<a href="https://nces.ed.gov/programs/digest/d16/tables/dt16_213.20.asp">Link</a>) Here is national enrollment data. (<a href="https://nces.ed.gov/programs/digest/d16/tables/dt16_203.40.asp">Link</a>)<br />
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It should be noted Kobach's initial claim during a debate broadcast live throughout the state was that one Wichita high school had 12 assistant principals. The Wichita Eagle found that to be incorrect. Kobach has yet to publicly acknowledge his mistake. But a campaign spokesperson after acknowledging the initial claim was wrong, still contended 12 principals and assistants for two large high schools was excessive. The question becomes, excessive compared to what? The facts show that the number is much lower compared to the rest of the state and nation.<br />
<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-36694022355451091802018-09-15T10:51:00.002-05:002018-09-15T10:51:51.919-05:00Kansas schools ALREADY spend less on non-instructional programsCritics of Kansas public education sometimes claim that too little funding goes directly to teachers and too much to other programs. By cutting non-teaching programs and shifting that money to instruction, some say education could be improved without spending more money.<br />
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But national reports (<a href="https://www.census.gov/data/tables/2016/econ/school-finances/secondary-education-finance.html">link</a>) show that Kansas already spends less on those programs than other states, including both the top states in student achievement and those most like Kansas.<br />
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This data supports the finding of the Legislature’s recent education cost study, conducted this earlier this year. The authors said Kansas schools are among the most efficient in the nation, producing nearly 96% of their potential output, on average. Kansas ranks in the top half of the nation on each of 15 student success indicators and ranks number nine overall, while total funding per pupil is 30th.<br />
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Most educators agree that “non-instructional” programs – principals, counselors, nurses, social services, speech pathology and audiology, libraries, food service and transportation, as well as operating school facilities and general administration – also have a big impact on student learning. The most recent data from other states (2016) finds Kansas spending trails other states in these areas.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2GdcC3BgHFcjFcYvqDzITUZv1brTlAOOZOvWgsHmQBXWusVx5DAiVq-lrQd6lITE0EpDQHMPlduoXUaJycjaLbUaLNUs55SQFYJO-xU5TVovxdioDqMvzM35LkvFGaDHEIn_HvqKL0uc/s1600/Per+Pupil+spending+on+Non+Instructional+Opearating+Functions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="414" data-original-width="630" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2GdcC3BgHFcjFcYvqDzITUZv1brTlAOOZOvWgsHmQBXWusVx5DAiVq-lrQd6lITE0EpDQHMPlduoXUaJycjaLbUaLNUs55SQFYJO-xU5TVovxdioDqMvzM35LkvFGaDHEIn_HvqKL0uc/s400/Per+Pupil+spending+on+Non+Instructional+Opearating+Functions.png" width="400" /></a></div>
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Here is what Kansas spent on major parts of school operating budgets outside of instruction compared to other states, as reported by National Center for Education Statistics. Kansas funding is compared to the U.S. average, the nine highest achieving states on 15 measures of student success, states bordering Kansas and other Plains states, “peer” states most similar to Kansas in population characteristics, and the 10 states with the lowest student success. (For details of the comparison states, see below.)<br />
<br />
<i>General Administration</i>. It is the smallest item in every group. Kansas spent $242 per pupil, $20 more than the national average but lower than the highest achieving states, border/Plains states and peer states, and higher than the bottom performing states. (Note that the lowest spending states spend the least on general administration and the top performing states the most.)<br />
<br />
<i>School Administration</i>. Republican candidate for Governor Kris Kobach has criticized some schools as being top heavy with principals, but Kansas spending of $583 per pupil on school building administration is less than any group except border/Plains states (which spent just $8 less). Research indicates that school principals are critical to student success.<br />
<br />
<i>Transportation</i>. Kansas spent about $400 per pupil on transportation, less than any comparison group of states, including the U.S. average.<br />
<br />
<i>Operations and Maintenance.</i> Kansas spent about $1,000 per pupil to heat, light, cool, clean, maintain, insure and secure school facilities – less than every group except border/Plains states.<br />
<br />
<i>Instructional support</i>. This is funding for libraries, media centers, professional development, technology support, and assessment. Kansas spent less than $400 per pupil – much less than any other group.<br />
<br />
<i>Pupil support.</i> This area includes counselors, social workers, attendance staff, health and other programs for students needing help outside of instruction. Kansas spent $519 per pupil, about the same as border/Plains states, less than every other group – and only about half what the most successful states provide.<br />
<br />
<i>Food service and all other</i>. In addition to funding for student meals, this includes “central office” functions like bookkeeping, payroll and human resources. Kansas spent $579 per pupil, between $100 and $200 less than every comparison group.<br />
<br />
<i>Total</i>. Kansas spent a total of just under $3,900 on these “non-instructional” programs, about $350 less than the nearest group (border/Plains states), $700 less than the national average and almost $2,000 less than the highest achieving states.<br />
<br />
<b>Impact of reducing non-instructional support</b><br />
<br />
This data indicates that cutting non-instructional programs, which are already funded lower than most states, would not increase efficiency but reduce services. Among the consequences:<br />
<br />
<br />
<ul>
<li>Closing school building to reduce operations, maintenance.</li>
<li>Reducing student services like counseling and health, which are not “academics” but critical to improving preparation for postsecondary education and addressing issues like suicide.</li>
<li>Cutting school administration, which reduces teacher supervision and feedback and resources to address discipline, bullying and other student issues.</li>
<li>Cutting professional development (continuing education) for educators, making it more difficult to redesign schools for improved student success and improve teaching.</li>
<li>Eliminating transportation for students where not required but provided for safety and attendance.</li>
<li>Consolidating school districts (which saves little funding because it is already the lowest area of expenditures). Closing small, rural districts reduces connections to local communities. Larger school districts actually begin to have higher costs as enrollment increases, according the Legislative study.</li>
</ul>
<br />
<br />
<b>Comparison state definitions</b><br />
<br />
The U.S. is the national average.<br />
Top achieving states are nine states with higher overall achievement than Kansas on 15 measures of student success: Connecticut, Iowa, Massachusetts, Nebraska, New Hampshire, New Jersey, North Dakota, Vermont.<br />
The Plains states are North and South Dakota, Minnesota, Nebraska, Iowa, Kansas and Missouri, with the border states of Colorado and Oklahoma included.<br />
Overall peers are states most like similar to Kansas in student demographics, adult population characteristics and geographic population distribution: Idaho, Iowa, Michigan, Minnesota, Missouri, Nebraska, New Mexico, Oregon, Pennsylvania, South Dakota, Washington, and Wisconsin.<br />
Bottom achieving states are the ten lowest-ranked state on 15 measures of student success: Alaska, Florida, Georgia, Louisiana, Mississippi, Nevada, New Mexico, Oklahoma and Oregon.<br />
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Anonymoushttp://www.blogger.com/profile/07750136720265737686noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-89612102858214644802018-09-13T09:58:00.000-05:002018-09-13T09:58:31.880-05:00Dollars to the ClassroomThe issue of “dollars to the classroom” has been a topic for years, with critics charging that not enough education spending is reaching the classroom or students. The issue is back again in this fall’s election campaign for Governor.<br />
<br />
In various statements, Republican gubernatorial candidate Kris Kobach has said he will push for requirement that 75 percent of school funding to be spent in the classroom. What would that mean for Kansas schools?<br />
<br />
KASB has always maintained that school spending has impact on the classroom, and at least 75 percent of current spending directly supports student and teachers. What would change under Secretary Kobach’s proposal depends on two other questions: What is meant by “the classroom?” And, 75 percent of what?<br />
<br />
Since 2005, there has been a state law that it is a “public policy goal” for the state – not an actual requirement on each district – that 65 percent of funds provided by the state should be spent “in the classroom” or “for instruction.”<br />
<br />
Aside from the fact this law has never been a binding requirement on individual districts, there are two big questions.<br />
<br />
<b>“In the classroom”</b><br />
<br />
First, that “or” suggests that “in the classroom” OR “for instruction” are two different things. If they are identical, why list both? But because “in the classroom” is not defined, the only thing that can be measured is “instruction,” which is defined using federal government school accounting guidelines for all states and school districts.<br />
<br />
This definition of instruction includes spending on all teachers, aides and paraprofessionals, coaches, and materials and supplies directly dealing with the interactions of teachers and students, including co-curricular activities.<br />
<br />
But the definition of instruction excludes all “student support” programs such as counseling, heath, social workers and special education services not provided by classroom teachers (such as speech pathology); libraries, media centers, technology support or professional development; transportation and food services; building operations (utilities, safety, maintenance, insurance), building construction, and all school or district administration, leadership and central support services.<br />
In other words, if “in the classroom” only means “instruction,” all of those other activities are excluded. But all of those have an impact on students, teachers and learning.<br />
<br />
<b>65 percent – of what?</b><br />
<br />
The second big question is that the law does not define “moneys appropriated, distributed or otherwise provided by the state to school districts.” As a result, it is unclear what funding this “goal” should apply to. There are at least three choices.<br />
<br />
First, does it refer to all school district expenditures? When some say that only about half of school funding “gets to the classroom,” they are using the most expansive definition of expenditures under the law, and the narrowest definition of “classroom.” But considering all expenditures, includes federal funding not provided by the state, local tax revenues raised by school boards or approved by local voters, and non-tax revenues like student fees.<br />
<br />
Second, does it refer to state aid? That seems to be the clear meaning of money “provided by the state.” But it can be argued that all local money is, in effect, provided by the state by authorizing local funding. However, many state funds cannot be spent on instruction, as will be explained later.<br />
<br />
Third, does it refer only to “current” funding or “operating” dollars? The Kansas State Department of Education reports the percent operating budgets by function, which makes some sense because it would exclude “capital costs” like debt service and building construction that vary significantly among districts for reasons like enrollment growth, and age of buildings. But that is not clear from the law.<br />
<br />
<b>How are districts currently using their funding, and how do we know?</b><br />
<br />
Federal and state accountability guidelines require school districts to report expenditures in several major categories called “functions” which are based on the various activities districts are required to do. The chart and table below contain these functions, the percent of all expenditures each function makes up and the total dollars spent in 2017, the last year data is available.<br />
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Those functions most directly involved with students and teachers (instruction, student and instructional support, transportation, food service and school administration) account for 74.2 percent of total expenditures. Functions associated with building and operating school facilities (operations and maintenance, facilities acquisition and construction, and debt service) account for 20.8 percent, and central office and general administration account for 4.5 percent.<br />
<br />
<b>Differences among school districts</b><br />
<br />
These percentage are statewide averages. There are many factors which can cause major differences that are not simply management choices. These include:<br />
<br />
<i>Bond issues.</i> Passing a bond issue for school construction or improvement due to growth or building replacement automatically raises the percent of funding for debt service and reduce for instructional and everything else, regardless of how the district allocates operating funds.<br />
<br />
<i>Maintenance</i>. Older, less energy-efficient buildings may cause higher utility and maintenance costs.<br />
<br />
<i>Transportation</i>. Districts with low pupil population density will likely have higher transportation costs, as will districts that transport more children for reasons of safety and other considerations.<br />
<br />
<i>Support services</i>. Districts with more special needs students, such as high poverty rates, may need to spend more on social workers, resource officers, and special education.<br />
<br />
<i>Food service</i>. High-poverty schools may have more students eating meals at school or choose to subsidize meals to keep costs lower for families.<br />
<br />
<i>District size</i>. In small districts, a single superintendent or principal may “do it all,” so general and school administrative expenditures are higher but other costs are lower.<br />
<br />
<b>Individual district information</b><br />
<br />
Each district’s budget at a glance document, available for all districts <a href="https://datacentral.ksde.org/budget.aspx">here</a>. On page 2 is summary of total expenditures by function. For example, below the summary for Erie USD 101 for last year. On page 2 is summary of total expenditures by function. For example, below the summary for Erie USD 101 for last year.<br />
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<b>How much money could be shifted to “the classroom,” (however defined) and how much could not?</b><br />
<br />
About 20 percent of current funding could not be shifted, at least under current law. That includes the following major areas:<br />
<br />
<br />
<ul>
<li>Unless districts defaulted on debt, they would not be able to shift $589.7 in debt service payments.</li>
<li>Except for a limited amount of transfers from other funds, most of $248 million in food services spending could not be shifted because it is paid for by federal funds and student fees.</li>
<li>By law, districts must provide transportation services for students living more than 2.5 miles from school (over $100 million) and special education students and teachers ($68 million).</li>
<li>There are at least $45 million in federal funds earmarked for non-instructional programs like teacher professional development.</li>
<li>Districts provide $80 million from special education funds and $28 million in special education cooperative funds in student support services (not instruction) based on student individual education plans.</li>
</ul>
<br />
<br />
These areas account of over $1.1 billion, or 19 percent of total expenditures, and do not include the fact that most of $141 million in facilities acquisition and construction is funded by capital outlay revenue that could only be used for limited instructional purposes without a change in state law.<br />
<br />
<b>What would be required to reach 75 percent of funding to instruction only?</b><br />
<br />
If a state law was approved that required 75 percent of school funding to be spent in the classroom and the law did not include student support programs, transportation costs and the cost of school buildings, then school districts statewide would have to shift $1.3 billion from other budgets areas.<br />
<br />
As noted above, over $1.1 billion could not legally be shifted, so the change would have to made in the following areas:<br />
<br />
As a result, most of the $1.3 billion would have to come from the following areas:<br />
<br />
<ul>
<li>Student support – $294.9 million (minus $15 million of these expenditures from federal funds for non-instructional services)</li>
<li>Instructional support (libraries, media centers, technology support, professional development) - $202.9 million (minus $30 million of these expenditures are from federal funds that are earmarked for teacher support)</li>
<li>Transportation of students living less than 2.5 miles from school, activities - $80 million</li>
<li>Operations and Maintenance of Buildings - $532.6 million</li>
<li>School administration (principals, school office staff) - $296.9 million</li>
<li>Central services (human resources, payroll, etc.) - $147.3 million</li>
<li>General administration (superintendent, district leadership) - $125.9 million</li>
</ul>
<br />
If school districts could somehow eliminate ALL central office, district leadership and superintendent costs, which would be impossible both legally (districts are required to have superintendents, board clerks and treasurers) and practically (organizations cannot function without paying staff and other bills, for example), they would still need to shift more than $1 billion from the remaining $1.4 billion in all other available areas to comply with spending 75 percent of funds on instruction.<br />
<br />
If it were somehow possible to reduce building operation and maintenance cost from $532 to $400 million by extensive school closing (which would certainly increase transportation costs), all other student support, instructional support and student transportation not required by law and school principal and school office costs would have to be completely eliminated.<br />
<br />
<b>How does Kansas compare with other states?</b><br />
<br />
First, the most recent national data available (2016), Kansas ranks 30th among all states in revenue provided per K-12 pupil from all sources (state, local and federal), spending less than the U.S. average, the highest achieving states, and “peer states” most like Kansas.<br />
<br />
Kansas ranks quite low in the percent of total revenue going to current operating expenditures (47th).<br />
<br />
A major reason is that the state of Kansas and federal funding largely control how much districts can spend on operating budgets, but districts have not been limited on how much can be approved for local bond issues, which are not part of operating budgets. There is also a mill levy limit on capital outlay funding, but not a spending limit.<br />
<br />
As a result, school district capital funding, which is mostly determined by local voters, has grown much faster than operating budgets, which is mostly controlled by the state. These capital funds can’t be switched to operating purposes (including instruction).<br />
<br />
However, Kansas ranks much higher (18th) in the percent of current operating funds going to instruction (60.9%). That is a higher percentage than the U.S. average (59.5%), adjacent states (59.3%) or peer states (59.8%).<br />
<br />
The Kansas percentage of current expenditures for instruction is slightly lower (0.4%) than the average for the nine top achieving states based on multiple student outcomes, but those states all provide a much higher total revenue per pupil (over $5,000 more).<br />
<br />
The percentage of funding going to instruction compared to other states is likely to rise in 2018 and 2019 because of increased operating aid provided by the Kansas Legislature.<br />
<br />
<b>What is the current state law?</b><br />
<br />
Here is a <a href="http://www.kslegislature.org/li/b2017_18/statute/072_000_0000_chapter/072_051_0000_article/072_051_0091_section/072_051_0091_k/">link </a>to the full statute.<br />
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Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-13165196892890135452018-09-07T08:08:00.001-05:002018-09-07T08:08:44.150-05:00School Administrators Part 3: How the ratio of school management employees to all employees compares to the overall public and private sector in Kansas.<br />
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In <span class="MsoHyperlink"><a href="http://tallmankasb.blogspot.com/2018/09/school-administrators-part-1-how-school.html">Part
1</a></span> of this series, KASB looked at how school district superintendent
numbers and salaries compare to all Kansas employees, both public and private
sector. In Part 2, we looked at salaries of all employees, and how leadership
salaries compare to all employee salaries in school districts and all Kansas
public and private organizations. In this third part, we look at the ratio of
“management” employees to all employees in school districts compared to the
overall public and private sectors in Kansas. In other words, we wanted to see
if school districts appear to be “top heavy” compared to all public and private
organizations.</div>
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<o:p></o:p></div>
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We use data from the U.S. Department of Labor’s Bureau of
Labor Statistics, specifically the State Occupational Employment and Wage
Estimates for Kansas. The most recent report is from May 2017 (<span class="MsoHyperlink"><a href="https://www.bls.gov/oes/current/oes_ks.htm">Link</a></span>).
The BLS estimated the total number of Kansas employees, public and private, was
1,369,110. Those positions are broken to 22 major occupational groups,
including “management occupations” and hundreds of specific occupational titles
within those groups.<o:p></o:p></div>
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<br /></div>
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We then compared that to data from the Kansas State
Department of Education on school district employees and expenditures. <o:p></o:p></div>
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<br /></div>
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Here is what we found.<o:p></o:p></div>
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<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">Based on Bureau of Labor Statistics
occupation titles, there are fewer school district management employees per
1,000 employees than for all private and public employees.<o:p></o:p></b></div>
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According to the BLS report, out of those 1.37 million total
Kansas employees, 62,800 are in the “Management Occupations” group, or 45.871
per 1,000 total employees. In other words, 4.6 percent of Kansas employees are
considered “management” by the BLS report.<o:p></o:p></div>
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<br /></div>
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Determining the comparable number of school district
“management positions” is more difficult because the position titles do not
exactly align with BLS positions. One approach is to simply use the BLS report,
which said there are 2,370 employees in Kansas under the title of “Education
Administrators, Elementary and Secondary School.” The position is defined as
“Plan, direct, or coordinate the academic, administrative, or auxiliary
activities of public or private elementary or secondary level schools.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Using this BLS occupation category, there are 34.292
elementary and secondary school administrators<span class="MsoCommentReference"><span style="font-size: 8.0pt; line-height: 107%;"><span style="mso-special-character: comment;"> </span></span></span>
per 1,000 school employees, well below the 45.871 management employees per
1,000 in the state as a whole.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">A broader list of school management positions
also remains below the overall average for all state employees.<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
However, the BLS number cannot be directly equated to public
school district administrators for several reasons. First, a portion of these
employees work for private schools rather than public schools. The Kansas State
Department of Education lists approximately 150 private accredited and
non-accredited schools with principals or other administrative positions.
(There about ten times as many public schools.) Second, this description does
not seem to include other district-level administrative positions. For example,
school superintendents align with chief executives.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To address these issues, KASB identified the following
district and school building level administrative positions from KSDE employee
reports: Superintendents (252), Associate and Assistant Superintendents (86.6),
Principals (1,188.5) and Assistant Principals (604.2), Directors or Supervisors
of Special Education (224.2) or Career Technical Education (21.1), Director and
Supervisors of Health (13.7), Curriculum Supervisors and Coordinators (224.2)
and all other supervisors, directors and coordinators not specified (367.5).<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The assumption is that these positions would include not
only BLS “Education Administrators,” but also other positions that would fall
into BLS “Management Occupations” categories such as Chief Executive, General
and Operations Managers, and others.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
These positions total 2,874, which would equal 38.838
management positions per 1,000 school district employees. That is over four
more “management positions” per 1,000 school district employees than the BLS
list, but still well below the 45.871 management occupation positions per 1,000
total private and public sector employees in Kansas.<o:p></o:p></div>
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<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">The numbers above exclude the following
school district employees that are comparable to occupations not included by
the BLS as “management occupations.” <o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The BLS report does not define “management occupations.”
Instead, it simply lists 35 of such occupations under that category. However,
this category clearly does not include ALL jobs with any kind of supervisory
duties – because there are a number of occupation titles with supervising
responsibilities that are NOT listed under management. These include the
following BLS jobs which overlap with various school district positions:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->BLS Food Preparation and Serving Related
Occupations; Chefs and Head Cooks; First-Line Supervisors of Food Preparation
and Serving Workers. Compare to School district food service
directors/coordinators/supervisors (280.4).<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->BLS Building and Grounds Cleaning and
Maintenance Occupations; First Line Supervisors of Housekeeping and Janitorial
Workers, and BLS Installation, Maintenance, and Repair Occupations; First-line
Supervision of Mechanics, Installers and Repairers. Compare to School District
Operations and Maintenance Directors/Coordinators/Supervisors (409.0).<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->BLS Transportation and Material Moving
Occupations; First-line Supervisors of Transportation and Material Moving
Workers, Except Aircraft Cargo Handing Supervisors. Compare to School District
Transportation Directors/Coordinators/Supervisors (173.5).<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->BLS Business and Financial Operations
Occupations (various), BLS Office and Administrative Support Occupations
(various). Compare to School District Business Managers and Business
Directors/Coordinators/Supervisors (254.4)<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->BLS Computer and Mathematical Occupations
(various). Compare to School District Technology
Directors/Coordinators/Supervisors (252.2)<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -.25in;">
<br /></div>
<div class="MsoNormal">
Matching school district positions to BLS occupations is, of
course, somewhat subjective. Some individual school district employees in these
non-management groups could be considered as part of “management,” depending on
their actual job assignments. Likewise, some positions we included in the
“management” group, especially “coordinators” would fall into non-management
categories, depending on their actual duties. For example, the BLS reports
1,230 “instructional coordinators” in Kansas that are not considered
“management occupations.” However, KSDE data does not breakout “coordinators”
from supervisors and directors.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-style: italic;">If all the school
district positions listed above were considered school district managers, the
number would be 61.404 per 1,000 school district employees. However, if such
occupations are considered “management” for school district purposes, then
similar non-school district occupations should also be considered “management”
for comparison purposes. That would increase the number of “managers” in the
overall economy as well.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-style: italic;"><br /></span></div>
<div class="MsoNormal">
Bottom
line: the data suggests school districts have fewer total management positions
compared to all Kansas organizations.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-65464095192906087792018-09-06T09:33:00.000-05:002018-09-06T09:33:40.200-05:00School Administrators Part 2 – How school district employee and management pay compares to overall public and private organizations in KansasIn <a href="http://tallmankasb.blogspot.com/2018/09/school-administrators-part-1-how-school.html">Part 1 of this series</a>, KASB looked at how school district superintendent numbers and salaries compare to all Kansas chief executives and employees, both public and private sector. In this part, we compare numbers and salaries of all employees, and how leadership salaries compare to all other employee salaries. We use data from the U.S. Department of Labor’s Bureau of Labor Statistics, specifically the State Occupational Employment and Wage Estimates for Kansas. The most recent report is from May 2017 (<a href="https://www.bls.gov/oes/current/oes_ks.htm">Link</a>). (Prior year data can be found <a href="https://www.bls.gov/oes/tables.htm">here</a>.) The BLS estimated the total number of Kansas employees, public and private, was 1,369,110. Those positions are broken to 22 major occupational groups, including “management occupations” and hundreds of specific occupational titles within those groups.<br />
<br />
We then compared that to data from the Kansas State Department of Education on school district employees and expenditures.<br />
<br />
Here is what we found.<br />
<br />
<b>1.<span style="white-space: pre;"> </span>On average, school employees earn about the same as all public and private employees, but their pay has increased less since 2001.</b><br />
<br />
The BLS estimated an average annual wage of $44,570 for all Kansas employees, up from $31,010 in 2001, or 43.7 percent.<br />
<br />
School districts had total “full-time equivalent” employment of 69,111 last year. The BLS <a href="https://www.bls.gov/bls/glossary.htm">glossary </a>definitions of wages, salaries and earnings appear to exclude benefits, and its definition of benefits is “nonwage compensation.” If benefits are not included, Kansas school districts in 2017 paid $3.063 billion in salaries to 69,111 employees, or $44,325 per FTE employee. In 2001, 64,150 employees received total salaries of $2.048 billion, or an average of $31,918.<br />
<br />
That means average school salaries increased 38.9 percent between 2001 and 2017, or about five percent less than all Kansas employees, and dropped from about $900 more than overall average salaries in Kansas to about $250 less.<br />
<br />
By the way, the consumer price index increased 38.4 percent over that period, which means average school salaries just barely kept pace with inflation over that 16-year period, while overall Kansas salaries rose slightly more.<br />
<br />
Note: KSDE reports the FTE number of employees. Because many school employees work less than full-time, salary per actual “headcount” employee would be somewhat higher than the FTE number, which means the average salary would be lower. These salaries do not include retirement contributions, such as KPERS for school employees or any pensions or 401(k) contributions in the private sector.<br />
<br />
<b>2.<span style="white-space: pre;"> </span>School administrators earn less than overall “management occupations” in the state.</b><br />
<br />
One of the employment categories listed by the BLS is called “management occupations.” The annual average wage of the management occupations group in Kansas was $103,530 for May 2017. Within the main management group is “elementary and secondary school administrators.” The BLS reported 2,370 employees in Kansas in this occupation, with an average annual wage of $84,280.<br />
<br />
Another occupation within the “management” group is “chief executive.” In Part 1 of this series, we compared chief executives with school superintendents.<br />
<br />
Except for superintendents, the only specific salary for school administrators reported by KSDE is for principals. The average school district principal’s salary in 2017 was $87,111, which is $3,000 more than the BLS salary for all “elementary and secondary school administrators.” The average principal salary would likely be somewhat lower if assistant principals were included. In any case, it is over $15,000 below the average for all “management occupations” in Kansas.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNCYB3W1QD0MT9IB0pwrYberGHqBjilmFEVg4dsLJEstp9Q2SkAf7567SMInXyFCsHRSZtAaj_AKRoodPEv6MVOyFNVoJfJHWiikAwmP8KZ_lacqvNj-F-J3HCu1WV61EloyCUtmG4piwQ/s1600/Salary+for+managers+school+administrators+and+principals.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="591" data-original-width="757" height="311" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNCYB3W1QD0MT9IB0pwrYberGHqBjilmFEVg4dsLJEstp9Q2SkAf7567SMInXyFCsHRSZtAaj_AKRoodPEv6MVOyFNVoJfJHWiikAwmP8KZ_lacqvNj-F-J3HCu1WV61EloyCUtmG4piwQ/s400/Salary+for+managers+school+administrators+and+principals.png" width="400" /></a></div>
<br />
<br />
<b>3.<span style="white-space: pre;"> </span>Salaries for all managers, including chief executives, compared to all employees have risen much faster than school administrator salaries compared to all school district employees.</b><br />
<br />
The average superintendent salary in 2001 of $78,662 was 247 percent of the average school district salary of $31,918. In 2017, the average superintendent salary of $113,245 was 256 percent of the average school district employee salary of $44,325 – a nine percent increase.<br />
<br />
The average of Kansas chief executive salary of $105,140 in 2001 was 338 percent of the average Kansas employee earnings of $31,101. In 2017, the average CEO salary was $170,170 was 382 percent of average wages for all employees of $44,570 – a 43 percent increase.<br />
<br />
The average principal’s salary in 2001 was $60,465, or 189 percent of the average district employee salary. In 2017, the average principal salary of $87,111 was 197 percent of all salaries – a seven percent increase.<br />
<br />
The average Kansas “management occupation” salary in 2001 was $63,640, or 205 percent of the average for all employees. In 2017, the average management salary was $103,503, or 232 percent – a 27 percent increase.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTcpDUWdOJW771RollB-pXwu_UmEMPvqHMGyJ0GqhvLWQD4Dnav4hiWgC5Ghzwo-ex8XeiXEenx3LZbYeatf_HwxN83uVevFd2-KEp_UrGV4IdjvOh5JsRkOiJ9VE1MyU3OJeValuutiSM/s1600/Management+Salaries+as+Percent+of+All+Salaries.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="534" data-original-width="754" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTcpDUWdOJW771RollB-pXwu_UmEMPvqHMGyJ0GqhvLWQD4Dnav4hiWgC5Ghzwo-ex8XeiXEenx3LZbYeatf_HwxN83uVevFd2-KEp_UrGV4IdjvOh5JsRkOiJ9VE1MyU3OJeValuutiSM/s400/Management+Salaries+as+Percent+of+All+Salaries.png" width="400" /></a></div>
<br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<br />
<br />
In other words, the pay difference between all public/private sector chief executives and managers salaries and all employee salaries in Kansas is wider than the gap between school leaders and school employees. In addition, those gaps have widened since 2001.<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-69353604254188682822018-09-05T08:53:00.000-05:002018-09-05T08:53:33.333-05:00School Administrators Part 1: How school superintendents compare to the chief executives in the Kansas economy<br />
<div class="MsoNormal">
Among the most common questions about Kansas public schools
is the number of administrators and their pay. Critics often say there are too
many administrators and they make too much. That begs the question: compared to
what?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
To answer this question, KASB looked at how school district
administrator numbers and salaries compare to all Kansas employees, both public
and private sector. We started with data from the U.S. Department of Labor’s
Bureau of Labor Statistics, specifically the State Occupational Employment and
Wage Estimates for Kansas. The most recent report is from May 2017 (<span class="MsoHyperlink"><a href="https://www.bls.gov/oes/current/oes_ks.htm">Link</a></span>).
The BLS estimated the total number of Kansas employees, public and private, was
1,369,110. Those positions are broken into 22 major occupational groups,
including “management occupations” and hundreds of specific occupational titles
within those groups.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We then compared that to data from the Kansas State
Department of Education on school district employees and expenditures. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This is part 1, which will start with school
superintendents, the positions that seem to draw the most public scrutiny. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
We compared superintendent data with the BLS position of
chief executive, described as “Determine and formulate policies and provide
overall direction of companies or private and public sector organizations
within guidelines set up by a board of directors or similar governing body.
Plan, direct, or coordinate operational activities at the highest level of
management with the help of subordinate executives and staff managers.”<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In other words, superintendents have the same
responsibilities as other chief executives, and their “board of directors” –
the local school board – is looking for the same management qualities as boards
in the private sector or other public sector organization.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="background: white; color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Here is what we found.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></b><!--[endif]--><b>On average, Kansas school superintendents
earn less than other chief executives in Kansas, and their salaries have
increased less.<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The average annual wage of a Kansas CEO was $170,170 in 2017.
According to KSDE, the average superintendent salary was $113,245 in 2016-2017,
which means the average Kansas CEO makes about 50 percent more than the average
school superintendent.<span style="background: white; color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
How have those numbers changed over time? KSDE reports <span class="MsoHyperlink"><a href="https://www.ksde.org/Portals/0/School%20Finance/reports_and_publications/Supt%20Salaries%20Intro.pdf">superintendent
salaries</a></span> back to 2001. From 2001 to 2017, the Kansas average
superintendent salary increased from $78,662 to $113,245, or 44.0 percent.
According to BLS data for 2001, the average Kansas chief executive salary
increased from $105,140 to $170,170, or 61.8 percent. That means public and
private organizations have placed a much higher value on executive leadership.
It also means Kansas CEO pay across all organizations increased over 40 percent
more than superintendents since 2001.<span style="background: white; color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"> <o:p></o:p></span></div>
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<span style="background: white; color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-no-proof: yes;"><!--[if gte vml 1]><v:shapetype id="_x0000_t75"
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjBUaInwzqjbwH_t2JQvI7Z15dZ5hZ1sLOJ1oPcYEMjbeCA9pmNnjTvjxLPb2HsZMSvj-0qx8ekhEuJ0eT5qVp_fJwZktRrR7KyaM6ltSs_AHrVBkgXVhiM_M5BjPHg1tjB-7vmuBc8u0I/s1600/Kansas+Executive+Salaries.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="338" data-original-width="463" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjBUaInwzqjbwH_t2JQvI7Z15dZ5hZ1sLOJ1oPcYEMjbeCA9pmNnjTvjxLPb2HsZMSvj-0qx8ekhEuJ0eT5qVp_fJwZktRrR7KyaM6ltSs_AHrVBkgXVhiM_M5BjPHg1tjB-7vmuBc8u0I/s400/Kansas+Executive+Salaries.png" width="400" /></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Certainly, some USD school superintendents make much more
than the average – but many make less. That is characteristic of any average.
Superintendents of much larger districts, with much larger budgets and more
employees, tend to make more. The same is true of executives in the <span class="MsoHyperlink"><a href="https://chiefexecutive.net/wp-content/uploads/2014/08/CEO_CompReport_ExecSummary_2014.pdf">private
sector</a></span>. <o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b style="mso-bidi-font-weight: normal;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></b><!--[endif]--><b style="mso-bidi-font-weight: normal;">There are more superintendent positions per
school employee than overall chief executives, but the superintendent/employee ratio
has been falling while the chief executive/employee ratio has been increasing.<o:p></o:p></b></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<b style="mso-bidi-font-weight: normal;"><br /></b></div>
<div class="MsoNormal">
The BLS estimated the total number of Kansas employees,
public and private, was 1,369,110 in May 2017. Of that number, 4,210 were chief
executives, or 3.075 per 1,000 employees. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In 2017-18, there were 252 “full time equivalent” school
superintendents for 286 school districts. (Several districts share a
superintendent, and many superintendents are not considered full time because
they hold other duties.) With 69,111 FTE school positions, 252 school
superintendents represent 3.646 positions per 1,000 school district employees,
compared to 3.075 chief executives per 1,000 for all employees in Kansas. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
However, the number of total Kansas employees was 1,321,040
in 2001 with 3,950 chief executives, so the ratio of chief executives to all
employees rose slightly from 2.99 in 2001 to 3.075 in 2017. The FTE number of
school employees was 65,150.4 in 2001, with 278.5 superintendents, so the ratio
of superintendents to all employees dropped from 4.275 to 3.646.<span style="mso-no-proof: yes;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In other words, while there are more superintendents per
1,000 school district employees than chief executives per 1,000 total employees
in Kansas, the ratio of superintendents to employees has been dropping while
the ratio of all CEOs to all employees has been rising.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9xqbkcVqnrOlOUL6TD9T-fDDZgAOPrt7jU2R0SxUXsjq1w-cBxSXQfjfmbodLmLcsLFeia2kv-Es0h4SqkblR8PwdSWx9-zwZuYxrqIsF8INCYPKoMXQKaYfmiYOwI2GnOKQG8g2XZc9A/s1600/Chief+Executives+per+1%252C000+Employees.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="464" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9xqbkcVqnrOlOUL6TD9T-fDDZgAOPrt7jU2R0SxUXsjq1w-cBxSXQfjfmbodLmLcsLFeia2kv-Es0h4SqkblR8PwdSWx9-zwZuYxrqIsF8INCYPKoMXQKaYfmiYOwI2GnOKQG8g2XZc9A/s400/Chief+Executives+per+1%252C000+Employees.png" width="400" /></a></div>
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<div class="MsoNormal">
To put it another way, there are about 18.6 percent more
superintendents per employee than overall chief executives, but they make 33.5
percent less in annual salary.</div>
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<div class="MsoNormal">
School consolidation would reduce the number of school
superintendents, but it would also likely increase average salaries because
school districts would be larger and executive compensation is highly
correlated with organizational size. It is not clear that spending on
superintendents would decrease. In fact, if school districts were more like the
overall public and private sector, there would be somewhat fewer
superintendents, but they would be paid substantially more.</div>
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<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-68538080819761714662018-08-22T08:09:00.001-05:002018-08-22T12:33:34.301-05:00How districts can raise their student postsecondary success (Part 3 of 3)The new school year always begins with great excitement for
students, parents, teachers and school leaders. The goal is always the same: prepare
students to be successful. Success, at least in terms of employment and income to
support a family, increasingly requires more than kindergarten plus twelve
years of school.<br />
<br />
This has been a massive shift from when schools only needed
to prepare the top third or half for more education. It means the economic
future of students and families, communities, Kansas and the nation depend on
how schools respond. There is a clear correlation between college attainment
and earnings, not just for individuals but states as well.
<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIH0Y9j4eKIELAdYVJ8aHmFg4ThFemvTjyG3nqsAR0O2gBRCtpXm8mWJtzwMzBaDdvi7Jx2Tmw4I1G6y2yCjA3WM4oNatjJPjj5Vii9wOHzMBYM4r5080_97kSRKvsrSB59-OaK4hivMcR/s1600/College+Degrees+and+State+Median+Earnings.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="566" data-original-width="779" height="290" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIH0Y9j4eKIELAdYVJ8aHmFg4ThFemvTjyG3nqsAR0O2gBRCtpXm8mWJtzwMzBaDdvi7Jx2Tmw4I1G6y2yCjA3WM4oNatjJPjj5Vii9wOHzMBYM4r5080_97kSRKvsrSB59-OaK4hivMcR/s400/College+Degrees+and+State+Median+Earnings.png" width="400" /></a></div>
Previous blogs have discussed how Kansas compares to other <a href="http://tallmankasb.blogspot.com/2018/08/new-school-year-bring-hopeful-signs-but.html">states in postsecondary success</a>, and a new <a href="http://tallmankasb.blogspot.com/2018/08/updated-postsecondary-progress-report.html">state measure of postsecondary success</a> showing some progress. Here are some ways school leaders can prepare more students
for life beyond high school.<br />
<br />
<h3>
<b>Understand and be able to explain why more students will
need more than high school</b>. </h3>
<br />
Three words: jobs, income, poverty. Studies
show that jobs requiring only a high school diploma or less are disappearing
and most jobs in the future will require more high school. Moreover, wages of
unskilled jobs have fallen and workers
without additional skills beyond a high school diploma now have much higher
poverty rates and dependency on public assistance.<br />
<br />
<h3>
<b>Acknowledge that Kansas can do better</b>. </h3>
<br />
Kansans are
generally proud of their public schools, which have delivered good results for
most students. Going back decades, Kansas educational outcomes have steadily
improved: more students are graduating, entering and completing technical
education and college degrees than ever before. But the reality is, other
states are doing better or improving faster.<br />
<br />
Resources are a big factor in improvement (see these posts
on the <a href="http://tallmankasb.blogspot.com/2018/03/what-we-learned-from-new-kansas-school.html">2018
Kansas education cost study</a> and how <a href="http://tallmankasb.blogspot.com/2018/07/what-kansas-education-cost-studies.html">Kansas
courts have used these studies</a>), and Kansas school funding has fallen
behind other states in the nation and region (see this <a href="http://tallmankasb.blogspot.com/2018/08/kansas-school-funding-trailed-nation.html">post
on funding trends</a>). But schools have received the largest boost in funding
in almost decade over the past two years, and four more years of base state aid
increases have been enacted by the Legislature. School leaders have a unique
opportunity to redesign their programs and policies for student success.<br />
<br />
<h3>
<b>Make postsecondary
success the center of your school board and community discussion.</b> </h3>
<br />
Your
school district is unlikely to make improving postsecondary success a long-term
priority unless the school board does the same. Is raising student readiness
for postsecondary education and the workplace part of your district’s long-term
strategic plan? Have you reviewed your district’s data (postsecondary progress
report, ACT scores, state and local assessments)? Is there time on every board
agenda to discuss what your district is doing?<br />
<br />
In addition, the school board and district will struggle to
lead if the community isn’t prepared to follow. In fact, boards sometimes have
ambitious plans that run aground when people push back against change that
wasn’t expected, explained and justified. It is vital to keep teachers, parents,
community members and opinion leaders involved in the process.<br />
<br />
<h3>
<b>Build partnerships</b>.</h3>
<br />
One of the most common themes about efforts to redesign schools for improved
success is that schools cannot do it alone.<br />
<br />
The first partnership is with the family. Virtually every
school redesign and improvement effort begins with the need to build a
more meaningful relationships with students and parents, even though this will
take more time and effort. Often students most at-risk of dropping out of school
or failing to focus on postsecondary plans have parents who were not
particularly successful in school themselves. Working to better prepare
students for college will be far more difficult if parents are uninvolved or
unsupportive because they don’t see the value or feel they will be losing their
students. <br />
<br />
Other partnerships are with the community. Here are some
examples Kansas districts are implementing: coordinating communitywide
preschool, early childhood and child care services; developing joint programs
with health care providers, including mental health services; planning for
safety issues with law enforcement; working with local business to give
students hands-on job experience through internships and job-shadowing; increasing
concurrent enrollment/dual credit opportunities and college transition programs
with higher education.<br />
<br />
<h3>
<b>Look for ways to make your district more responsive to individual
student needs</b>. </h3>
<br />
Our current public -school system is heavily influenced by
two concepts. One is standardization, because a century ago that was the only
practical way to bring education to the mass public and to prepare students
for a standardized, factory-based world. The other is a commitment to equity, traditionally
based on treating everyone the same.<br />
<br />
But the world is far less standardized today. There is a
growing sense that “the same” is not always equal. The traditional school
system worked well when one-third of the population needed higher education;
one third needed only a high school diploma and one-third could drop out of
high school and still find jobs. Today, schools are trying to prepare students
for a very different world.<br />
<br />
The idea of individual, career-focused plans of study is
that students shouldn’t have to fit into standardized boxes. That suggests districts
may need to review such policies as granting credit for learning, graduation
requirements and attendance by asking if they help or hurt student
opportunities for success. For example, why do we insist that every student
goes to school from August to May for 6.5 hours a day, and then expect the
results to be suited to their potentially very different choices after high
school?
<br />
<br />
Why only count learning that
takes place within the school building and day? Of course, these questions
raise further issues about everything from rules for activities to college
requirements to funding based on “seat time” – but those issues invite a search
for solutions, not stop the discussion.
<br />
<br />
<h3>
<b>Take advantage of new state support – and make sure
people know it is being used</b>. </h3>
<br />
Give credit where credit is due. Over the
past two sessions, the Kansas Legislature expanded funding for early childhood
education, increased funding for teacher professional development and
mentoring, set up matching funds for school safety improvements, created pilot
programs for school and community mental health services, paid for free ACT and
WorkKeys testing for all students; and increased base funding to allow the
largest salary increases in a decade. Schools have also begun to restore 2,000
positions cut as state aid fell behind inflation.<br />
<br />
This funding did not come easy. It took a controversial vote
to restore state income tax revenue and it will require continuing support to
maintain the plan adopted by the 2018 Legislature and comply with the Kansas
Supreme Court. Your district must keep patrons informed on how those dollars
are being used. (KASB has prepared a survey to collect and share that
information. Please use this <a href="https://kasb.org/budgetdifference">link</a>.)<br />
<br />
If your school boards need help to address any of these
issues, please contact KASB. The Kansas State Department of Education has abundant
resources available on many of these topics, as well.Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-25622678739030876952018-08-21T06:27:00.001-05:002018-08-22T12:52:46.558-05:00Updated Postsecondary Progress Report shows improvement (Part 2 of 3)A unique<i style="mso-bidi-font-style: normal;"> </i>Kansas
measure designed to track <span style="mso-spacerun: yes;"> </span>how each
Kansas “graduating class” is successfully pursuing higher education shows an
increase over the past four years. Although that is good news, the report also
shows the state must do more to prepare it citizens for success after high
school.<br />
<br />
The Postsecondary Progress Report (PPR) is designed to
measure progress of two of the Kansas State Board of Education’s <span class="MsoHyperlink"><a href="https://www.ksde.org/Board/Kansas-State-Board-of-Education/Board-Goals-and-Outcomes">Kansans
Can</a></span> goals: improving high school graduation and postsecondary attendance
and completion. Data show that more and more Kansas jobs in the future will
require postsecondary education, and that those jobs are more likely to pay
wages providing economic security. In fact, projections indicate over 90
percent of jobs will require a high school diploma and over 75 percent will
require some credential beyond a diploma.<br />
<br />
The PPR is somewhat complicated. This article explains how
the report works, what information it provides and how it compares to other
sources of information about education attainment in Kansas.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6sI2EGnDCQyx1bHQ1oIuID-r585YSfqAclG24XkbAAnP3DCnrAnLyDHuG8zKNgdWTOF8BF5q8EG6VnioQyiRgBH8sJbqBZ9Hllalm4lbsUL85dLelITplAdN75xRs4dhuFxiahTkJHpdj/s1600/Postsecondary+Progress+Report+2016.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="429" data-original-width="532" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6sI2EGnDCQyx1bHQ1oIuID-r585YSfqAclG24XkbAAnP3DCnrAnLyDHuG8zKNgdWTOF8BF5q8EG6VnioQyiRgBH8sJbqBZ9Hllalm4lbsUL85dLelITplAdN75xRs4dhuFxiahTkJHpdj/s1600/Postsecondary+Progress+Report+2016.png" /></a></div>
<br />
It is important to note that the 2016 data does not include
the impact of additional school funding provided by the Kansas Legislature for
the 2017-18 school year (last year) and beyond.<br />
<br />
<h3>
<b style="mso-bidi-font-weight: normal;">What does the Postsecondary
Progress Report measure?</b></h3>
<br />
The progress report has four components.<br />
<br />
First, it reports the high school graduation rate using the
“adjusted cohort” method – essentially, the percent of high school freshmen who
graduate four years later, adjusted for transfers in and out. Statewide, this rate
rose from 85.2 to 86.1 percent from 2012 to 2016.<br />
<br />
Second, the “success rate” is based on the percent of high
school graduates who, within two years of school graduation, either complete an
industry-recognized certificate, complete a postsecondary academic degree, or
have been enrolled in a postsecondary institution for both the first and second
year after graduation. Statewide, this number increased from 52.2 to 56.7
percent.<br />
<br />
The data is collected by the National Student Clearinghouse
(NSC), which allows each student in a postsecondary program to be tied back to the
specific high school he or she graduated from. <br />
<br />
According to KSDE, the NSC data comes from more than 3,300
collegiate institutions that enroll more than 93 percent of all U.S. higher
education students – but that means some students in postsecondary programs are
not counted. Kansas has been working to get all public and private
universities, community and technical colleges to share the data, so some of
the increase may be more institutions reporting.<br />
<br />
Third, the “effective rate” is the graduation rate
multiplied by the success rate. The result is the percentage of the freshman
class that has either completed a credential or has been enrolled in a
postsecondary program for two years after graduating high school. Statewide,
the number rose from 44.5 to 48.9 percent over the four years from 2012 to
2016.<br />
<br />
Those numbers are moving up, but remain far short of the
“targets” of a 95 percent graduation rate and a 70-75 percent effective rate.<br />
<br />
The KSDE report provides these three rates, plus a four-year
average, for the state and each school district or accredited private school
system.<br />
<br />
Fourth, each district or system is given a “predicted
effective rate.” This is a range where the district’s effective rate is
expected to be based on a several “risk factors” that have a strong correlation
with lower student performance and are largely outside the control of the
district. Comparing the district’s actual effective rate with the predicted
effective shows whether the district is performing higher, lower or about the
same as districts whose students face similar risks. This number, of course
varies from district to district.<br />
<br />
The significant risk factors are students in poverty,
measured by free or reduced lunch eligibility; mobility, measured by number of
moves among schools; and chronic absentees, defined as missing more than 10
percent of the school year. The higher these numbers, the lower the district’s
effective rate is expected to be.<br />
<br />
Here is a <span class="MsoHyperlink"><a href="http://ksreportcard.ksde.org/ccr.aspx?org_no=State&rptType=3">link</a></span>
to the KSDE website for the Postsecondary Progress Report, which includes a
drop-down menu for reports on all public school districts and accredited private
schools, and links to additional information on the report.<br />
<br />
<h3>
<b>What is not counted in the “effective rate?”</b></h3>
<br />
The effective rate does not count students who did not
graduate high school within four years, even if they complete high school later.
Students who complete a GED are also not counted.<br />
<br />
Some students who are actually in postsecondary education programs
will not be counted. These include students who “opt out” of sharing records
under the Family Educational Rights and Privacy ACT (FERPA), as well as those
who cannot be matched due to data discrepancies. In addition, KSDE reports approximately
3 percent of students nationally are enrolled in a postsecondary institution
that does not report to NSC.<<br />
<br />
Students who earn certificates or dual college credit in
high school are excluded because NSC data represents only student postsecondary
enrollment after high school graduation. As a result, a student who completes a
technical certificate while still in high school doesn’t count, but a student
who completes the same certificate the first year after high school will be
counted.<br />
<br />
Students who enlist in the military are not counted because
the services do not share this information.<br />
<br />
The effective rate does not count students who enter the
workforce after high school graduation, including those who receive a
credential not offered by a postsecondary institution, such as on-the-job
training. It also does not include nondegree seeking college students, because
those students are not pursuing a postsecondary credential.<br />
<br />
Finally, the effective rate does not count students who do
not immediately enroll in a postsecondary program or stop their enrollment
during the first two years after high school, even if they return to school and
complete a program later.<br />
<br />
<h3>
<b>How does this data differ from other sources?</b></h3>
<br />
The Postsecondary Progress Report is unique in that it
tracks specific graduates of each school district through the first two years after
graduation, regardless of whether they attend college in Kansas or out of state
(as long as the postsecondary institution reports data to the NSC.) It reports
data for each year’s graduating class.<br />
<br />
A different measure of postsecondary progress is provided by
the U.S. Census Bureau’s American Community Survey of educational attainment.
This measure estimates for percent of the state population aged 18 to 24 who
have completed high school; have “some college,” which means less than a
four-year degree, including technical certificates and two-year degrees, even
if then student who not completed the degree; or have completed a four-year
bachelor’s degree or higher.<br />
<br />
The key differences are that the census data reports high
school graduates, college participation and bachelor’s degree completion for all
state residents in that age group, even if they took more than four years to
graduate or were not enrolled in the first two years after their senior year. Because
it surveys each state’s resident population, it does not indicate whether they
graduated from high school in the state or not. (In other words, Kansas high
school graduate attending college in other states would be counted as a high
school graduate attending college in that state, not Kansas.) The census data
is based on estimates, not actual – if partially incomplete – counts of
individual students.<br />
<br />
By comparison, the PPR for 2016 shows an 86.1 percent four
year-graduate rate that year, but the Census report shows that 87.5 percent of
Kansas aged 18-24 had completed high school or earned a GED. The PPR shows that
48.9 percent of the class of 2016 had completed a technical certificate or
academic degree or were enrolled in both 2017 or 2018, but Census report shows
that 58.8 percent of Kansans aged 18-24 in 2016 had completed a technical
certificate associates degree or earned any postsecondary credit, whether they
had completed a program; and 10.3 percent had completed a bachelor’s degree.<br />
<br />
Why are the Census numbers higher? They include students who
take longer to graduate high school and those who earn a GED; they include
students who earn certificates in high school; they include students with any
postsecondary participation, even a single semester, whether or not they have
completed a program by age 24; and it possible that more out-of-state students
come to can to attend college than Kansas students who go to other states.<br />
<br />
Finally, the Postsecondary Progress report is limited to
Kansas. KSDE is not aware of any other state using NSC data to prepare a
statewide report. The census data allows comparisons among states.Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-61170213279330712212018-08-19T09:03:00.001-05:002018-08-22T12:53:37.334-05:00New school year brings hopeful signs, but big challenges remain for Kansas students (Part 1 of 3)As another school year begins, there are reasons for real concerns about how Kansas students are being prepared for the future, but also important reasons for optimism.<br />
<br />
<h3>
<b>Start with the good news: more resources and school redesign.</b></h3>
<br />
For the second year in a row, Kansas school districts received an increase in per pupil funding greater than inflation. Last year, that led to the largest increase in teacher salaries since 2009 and allowed districts to begin replacing positions cut during nearly a decade of stagnant funding. Districts should be in a position to do the same this year in budgets adopted this month.<br />
<br />
The Legislature has adopted a plan to continue raising base aid per pupil for four more years, and the Kansas Supreme Court has tentatively signed off on that plan, contingent on inflationary adjustments over that period.<br />
<br />
The Kansas State Board of Education has implemented a new accreditation system based on preparing students for successful adulthood in postsecondary education, employment, and citizenship.<br />
<br />
Districts across the state are signing up for the Board’s “Mercury” and “Gemini” school redesign program, named after the U.S. space program’s successful race for the moon. Many more districts across the state are adopting their own efforts to individualize and personalize education, narrow achievement gaps to provide more equity in educational outcomes, improve student mental and physical health and safety, and prepare more students for postsecondary success.<br />
<br />
This year, Kansas will offer students the opportunity to take the ACT college preparation test and WorkKeys workplace readiness test at no charge.<br />
<br />
Finally, a new State Department of Education measure of school district success, the Postsecondary Progress report, indicates Kansas made some gains between 2012 and 2016. That measure reflects studies showing that 70-75 percent of Kansas jobs in the future are likely to require some type of postsecondary credential. About half of those jobs are expected to require technical certificates or two-year associate degrees, and about half will require four-year academic degrees or graduate and professional degrees. Ninety percent of jobs will require a high school diploma.<br />
<br />
Kansas – like all states – is currently far short of that benchmark. That means employers will struggle to find higher skill employees needed to operate and expand, and many high school graduates or drop-outs will struggle to find employment at all, or jobs that pay a wage to support a family.<br />
<br />
The updated Postsecondary Progress report released this summer shows that from 2012 to 2016, the state high school graduation rate increased from 85.2 to 86.1 percent. The percent of those graduates completing a degree or certificate or enrolled in a postsecondary institution within two years of graduation, called the “success rate,” rose from 52.2 to 56.7 percent. Multiplying those two numbers gives the “effective rate” – the percent each “grade cohort” completing or enrolled for two years in a postsecondary program. That number increased from 44.5 to 48.9 percent.<br />
<br />
<h3>
<b>Despite progress, concerns Kansas is falling behind</b></h3>
<br />
Despite these positives, there are reasons for school leaders to be remain deeply concerned about Kansas education trends and be committed to the hard work that lies ahead. Although improvements have been made, there is evidence Kansas is falling behind other states in preparing students for success in their adult lives.<br />
<br />
The Postsecondary Progress Report is not the only data that shows Kansas has made progress in getting more students successfully into postsecondary programs. The U.S. Census Bureau’s American Community Survey tracks the percentage of young adults (aged 18-24) who have completed high school; who have “some college,” which means participation in postsecondary academic or technical programs, whether they have earned a degree or certificate; and who have completed a four-year degree or higher.<br />
<br />
The good news is that since 2005, Kansas has improved in each of these categories. High school completion increased from 84.3 percent to 87.5 percent; some college participation from 51.9 percent to 58.8 percent; and four-year degree completion or higher from 9.7 percent to 10.3 percent.<br />
<br />
The bad news is that most other states have improved even more, even though Kansas continues to lead the nation in two of the three areas. The U.S. average for high school completion rose from 81.1 percent to 87.0 percent, just one-half percent below Kansas. U.S. “some college” participation rose from 46.6 percent to 55.2 percent, cutting Kansas’s lead from 5.5 percent to 3.4 percent. The national average for four-year college completion rose from 9.0 percent to 10.3 percent, the same level as Kansas.<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpv4EnhmI00e7ZRYRYLNMOV-HYA0nOBFVd3h3lxsnsJQzLIzg0zxVsrVfEAHBCzsrOxlXxOLtU5mXJeDWkvOi_rj8yc5DfdqO6Ues1Xl3CaJiOcFPTK3xOXjeiJf8BC8QBUrmpqhiVh7s/s1600/Percent+18-24-year-olds+with+college+participation+in+regent+with+%2524+per+pupil.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="412" data-original-width="546" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpv4EnhmI00e7ZRYRYLNMOV-HYA0nOBFVd3h3lxsnsJQzLIzg0zxVsrVfEAHBCzsrOxlXxOLtU5mXJeDWkvOi_rj8yc5DfdqO6Ues1Xl3CaJiOcFPTK3xOXjeiJf8BC8QBUrmpqhiVh7s/s400/Percent+18-24-year-olds+with+college+participation+in+regent+with+%2524+per+pupil.png" width="400" /></a></div>
<br />
<br />
Overall, Kansas dropped from 8th in high school completion in 2005 to 24th in 2016; in postsecondary participation from 6th to 13th and in four-year degree completion or higher from 18th to 19th.<br />
<br />
<h3>
<b>Why have other states been improving faster than Kansas?</b></h3>
<br />
One critical difference is funding. As previously reported, Kansas ranked 40th out of the 50 states in the change in per pupil funding between 2008 and 2016. Kansas total revenue per pupil actually declined 4.9 percent after adjusting for inflation, while the U.S. average increase 2.5 percent.<br />
<br />
Among the Plains states (Kansas, Missouri, Nebraska, Iowa, North and South Dakota and Minnesota) and other adjoining states (Colorado and Oklahoma), there are similar patterns. Every state except Oklahoma had a larger increase in per pupil funding than Kansas, and every state except Oklahoma improved more than Kansas in 18-24-year-old educational in at least two of the three categories.<br />
Oklahoma was the only state to fall farther behind Kansas in funding and had less improvement than Kansas in two of the three areas.<br />
<br />
In addition, the four states in the region that still spend less per pupil than Kansas (Colorado, Missouri, Oklahoma and South Dakota) still perform below Kansas on at least two of the three measures, while the states that spend more (Iowa, Minnesota, Nebraska, North Dakota) each top Kansas on all three measures.<br />
<br />
<b>What do these facts mean?</b><br />
<br />
First, money matters in student achievement, because it allows schools to add the resources for more personalized education, to help students struggling because of poverty, mental and physical health issues and disabilities, and to provide richer, more relevant programs and course offerings to prepare students for postsecondary success.<br />
<br />
Second, with adequate resources, some states are getting better results than Kansas. Higher achievement IS possible, and it is critical to both meeting the employment needs of the state’s economy and allowing students to lift or keep themselves out of poverty by having the skills for higher paying jobs.<br />
<br />
Third, thanks to a boost in funding, Kansas school leaders for the first time in years have the resources to make these improvements. But it won’t happen automatically. School boards and administrative leadership must make the right strategic changes and investments to get better results. Spending more money to do exactly the same thing is unlikely to produce different results.<br />
<br />
The path to success will be different from district to district to district, and it is crucial to involve the whole community in the on-going process. But there are likely to be common components, based on the State Board’s five outcomes and discussions KASB held across the state this summer.<br />
<br />
<ul>
<li>Continue to expand and improve early childhood programs, from Parents As Teachers to preschool. There is growing evidence these programs improve success later in life.</li>
</ul>
<ul>
<li>Strengthen community partnerships and programs to help students with social, emotional and mental health issues.</li>
</ul>
<ul>
<li>Commit to meaningful individual plans of study for all students. Take advantage of the state-funded ACT and WorkKeys testing programs to help prepare and assess students’ readiness for college and employment.</li>
</ul>
<ul>
<li>Expand the opportunity for students to get real world experience in their areas of interest, in the workplace and in higher education. Be flexible in how students can gain credit for learning.</li>
</ul>
<ul>
<li>Review programs and policies to address student attendance, including quicker response to students with chronic absences.</li>
</ul>
<br />
One of the “Rose standards” for constitutionally adequate funding is to prepare students to successfully compete with students from surrounding states in academics and employment. A decade ago, Kansas was a leader the region and nation. The decision is whether Kansas is content to be average.<br />
<br />Anonymoushttp://www.blogger.com/profile/07750136720265737686noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-78770188804814576162018-08-12T10:59:00.002-05:002018-08-12T11:00:48.956-05:00Kansas school funding trailed nation and region since Great Recession<br />
<div class="MsoNormal">
Total per pupil funding for Kansas public schools trailed
the U.S. average, every state in the Plains region and bordering states except
Oklahoma between 2008 and 2016. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When adjusted for inflation to 2016 dollars, the U.S.
average per pupil funding from all sources increased $343, or 2.5 percent from
2008 to 2016 (the most recent available data). Kansas per pupil funding
declined $638, or 4.9 percent, over that period, meaning Kansas fell almost
$1,000 behind the U.S. average.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This data does not include Kansas funding in 2017, the
second year of school funding under the block grant system which essentially
froze state aid, or the increased funding provided by the Legislature last year
and for the current year, 2018 and 2019.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Among the Plains States region (Kansas, Missouri, Nebraska,
Iowa, the Dakotas and Minnesota) and other Kansas neighbors Colorado and
Oklahoma, five states increased funding more than the national average. Four,
including Kansas, trailed the national average.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Only Kansas, South Dakota and Oklahoma had a decline in per
pupil funding when adjusted for inflation, and only Oklahoma had a larger
decline than Kansas.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
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o:title=""/>
<o:lock v:ext="edit" aspectratio="f"/>
</v:shape><![endif]--><!--[if !vml]--><!--[endif]--></span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Total revenue per pupil includes all sources of revenue:
state, federal and local, including student fees for textbooks, meals and
activities. It includes expenses on capital improvement bonds and Kansas Public
Employee Retirement System contributions.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
With an enrollment of approximately 490,000 students, Kansas
schools should have received an additional $326.6 million in 2016? to have compensate
for inflation alone since 2008. To have kept up with the national average,
Kansas schools would have required nearly $500 million in 2016.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The 2018 Kansas Legislature approved a plan to increase
state funding by over $500 million over five years. This summer, the Kansas
Supreme Court basically accepted that approach to determine constitutionally
suitable funding, but conditioned approval on adjusting the amount for future
inflation over the next five years.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In 2008, Kansas per pupil funding was second in the region,
behind only Minnesota. By 2016, Iowa, Nebraska, and North Dakota had also moved
ahead of Kansas, and Missouri had moved from $1,357 below Kansas in 2016
dollars to just $124 below Kansas.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
There are three critical issues raised by these funding
trends.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
First, lagging per pupil support explains why Kansas has
also lost ground to other states and the national average in teacher salaries,
as noted this <span class="MsoHyperlink"><a href="http://tallmankasb.blogspot.com/2018/08/kansas-teacher-salaries-fell-behind.html">blog
post</a></span>.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Second, Kansas school funding falling behind inflation and
other states puts in context <span style="mso-spacerun: yes;"> </span>the Kansas
Supreme Court’s <i style="mso-bidi-font-style: normal;">Gannon</i> ruling that
school finance is not constitutionally adequate. One of the Rose standards
adopted by the court as a benchmark for adequate funding is allow Kansas students
to complete in academics and employment with students in surrounding states.
The Kansas Legislature has also adopted that standard as an educational goal.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Third, it shows that surrounding states with similar
economic and population issues have been able to provide either higher funding
per pupil or a greater rate of increase, or both, than Kansas.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This data is from U.S. Census Bureau’s Public Education
Finances for <span class="MsoHyperlink"><a href="https://www.census.gov/library/publications/2010/econ/08f33pub.html">2008</a></span>
and <span class="MsoHyperlink"><a href="https://www.census.gov/data/tables/2016/econ/school-finances/secondary-education-finance.html">2016</a></span>.
2008 per pupil funding has been increased by 12 percent for inflation, based on
change in the consumer price index.<o:p></o:p></div>
<div class="MsoNormal">
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH2YvAzcNRit9Vqg4uWTdjn9b47tMr-Yb1q7ZSfRSYo8UVh5_aixvw_sXiDRnVX6CCmo_fZnDA_B0tJdPHWezCRKjB7yH9tqEG5gi3ffdJH7daEroWUDN3DcXKeW8_cMB-1bn85K1EvOQ/s1600/Change+in+Per+Pupil+Funding+KS+and+region+2008+to+2016.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1090" data-original-width="659" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH2YvAzcNRit9Vqg4uWTdjn9b47tMr-Yb1q7ZSfRSYo8UVh5_aixvw_sXiDRnVX6CCmo_fZnDA_B0tJdPHWezCRKjB7yH9tqEG5gi3ffdJH7daEroWUDN3DcXKeW8_cMB-1bn85K1EvOQ/s1600/Change+in+Per+Pupil+Funding+KS+and+region+2008+to+2016.png" /></a></div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
</div>
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<br />Anonymoushttp://www.blogger.com/profile/07750136720265737686noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-46498981051811240702018-08-06T07:59:00.000-05:002018-08-06T07:59:56.492-05:00Kansas teacher salaries fell behind nation, region since 2010<br />
<div class="MsoNormal">
Kansas teacher salaries had the third largest decline in the
region between 2010 and 2017, also falling behind the U.S. average for teachers
and all workers with comparable educational requirements, according to national
data that adjusts for inflation.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This status may change when reports for all states for 2018
are available. According to data from the Kansas State Department of Education <span class="MsoHyperlink"><a href="https://www.ksde.org/Portals/0/School%20Finance/reports_and_publications/Teacher%20Salary%20Intro.pdf">teacher
salary report</a></span> and <span class="MsoHyperlink"><a href="https://kasb.org/wp-content/uploads/2018/02/2017-18-Teacher-Contract-Survey-Annual-Report.pdf">KASB</a></span>,
districts planned to give the largest increases since 2009 last year, following
the largest increase in state funding since 2009 approved by the 2017
Legislature. A similar increase was approved for the current school year,
2018-19.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Average Kansas teacher salaries declined by over $4,000 when
adjusted for inflation between 2010 and 2017 Details on state teacher salaries
are available in the U.S. <span class="MsoHyperlink"><a href="https://nces.ed.gov/programs/digest/d17/tables/dt17_211.60.asp?current=yes">Digest
of Education Statistics</a></span>. <o:p></o:p></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNnWjktldKzTin00BqxdLv1Qp9M-bB0kXPG0VmFhF4Yq6Aka74zX2DxVptHbz_zz5DW4WSfncWqBF342UVmG2mygSkn6ebs-p422FqBfDZ89k5wlxKDAacgNNc4btOY855QDnQVHm1XBGX/s1600/Changes+in+regional+teacher+salaries+2010+to+2017.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="509" data-original-width="597" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNnWjktldKzTin00BqxdLv1Qp9M-bB0kXPG0VmFhF4Yq6Aka74zX2DxVptHbz_zz5DW4WSfncWqBF342UVmG2mygSkn6ebs-p422FqBfDZ89k5wlxKDAacgNNc4btOY855QDnQVHm1XBGX/s1600/Changes+in+regional+teacher+salaries+2010+to+2017.png" /></a></div>
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Among bordering states and other “Plains states,” including
Minnesota, Iowa and the Dakotas, only Colorado and Oklahoma had larger declines
in teacher salaries. This year, the Oklahoma Legislature approved a special
increase in teacher salaries following a state teacher strike.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The U.S. average teacher salary fell by $2,854 from 2010 to
2017. South Dakota, Minnesota and Missouri also had significant but smaller
declines. Average teacher salaries increased in Nebraska and, fueled by an
energy boom for most of the decade, North Dakota boosted average salaries by
over $3,500.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Salaries for all <span class="MsoHyperlink"><a href="https://nces.ed.gov/programs/digest/d17/tables/dt17_502.30.asp?current=yes">U.S.
workers</a></span> ages 25-34, with a bachelor’s degree or higher, increased
$900 over that period when adjusted for inflation. (Data only available through
2016.)<o:p></o:p></div>
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Declining compensation is often cited as a factor in discouraging
people from entering or remaining in the teaching profession, resulting in a
fewer candidates, unfilled positions and concerns about quality of personnel.<o:p></o:p></div>
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<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-8293571522232368822018-08-01T16:43:00.000-05:002018-08-02T13:34:34.805-05:00What WalletHub rankings say about Kansas school quality and fundingAmong the most asked questions about Kansas public schools
are: How good are they? How much does money matter in school quality? How
efficiently are Kansas schools using the money they have?
<br />
<br />
The latest <a href="https://wallethub.com/edu/states-with-the-best-schools/5335/">report</a>
from the personal finance website WalletHub provides an independent assessment
of Kansas education. It confirms much of what has already been documented by
KASB's research and other independent studies: Kansas ranks in the upper tier
of states for K-12 education; higher achieving states are better funded, and
Kansas schools are efficient, getting high returns for the money spent.
<br />
<b><br /></b>
<b>Kansas ranks high in educational quality</b>
In the 2018 WalletHub report just released, Kansas was
ranked 15th in “overall quality of school system.” That compares to a rank of
ninth in the latest KASB Comparing Kansas report, which will be released in
full later this summer.
There are important similarities and differences between
methodologies used by KASB and WalletHub. KASB uses 15 measures of educational
attainment, including graduation rates, national test scores and young adult
educational attainment. WalletHub uses more subjective measures, some
"inputs" like pupil-teacher ratio and teacher licensure, and several
school safety measures. Details are provided below.
Despite these differences, WalletHub's method ends up quite
similar to KASB's results. <span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">There is a statistically very strong correlation of 0.816 between
KASB's Comparing Kansas ranking and WalletHub. (1.0 is a perfect, one-to-one positive
correlation; 0.0 is no correlation.) </span><br />
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">However,
both reports indicate Kansas has been slipping. In 2014, WalletHub ranked
Kansas fifth in the <a href="https://www.huffingtonpost.com/2014/08/04/wallethub-education-rankings_n_5648067.html">nation</a>,
although it is not clear if the same measures were applied. Likewise, KASB’s
report has found that most states have been improving faster than Kansas on the
15 indicators used in the Comparing Kansas report. </span><br />
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></h3>
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Top-ranked states provide more funding per pupil than low ranked states </span></h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">On average, the top achieving states in both KASB and
WalletHub’s rankings spend more per pupil than low-achieving states. In fact,
there is a generally consistent pattern that state educational rankings decline
as per pupil funding declines, when looking at average spending by each group
of ten states ranked from 1 to 50.
<br />
</span><br />
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioTxZyFhmM2hHzUcOBIEmKyDLNmGdPHUoL8u2yQFvrTVFZYQbMQ99dWGX6iN_FkJiRhg0E1hvk7jVxK6b0ruzn_NnEXI-zW4qpul5-E5XTV6v4PjKaQhTcvjAtN86uwiE6Ebg3vUXZR3n7/s1600/States+ranked+by+10+with+funding+KASB+and+WalletHub.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="304" data-original-width="430" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioTxZyFhmM2hHzUcOBIEmKyDLNmGdPHUoL8u2yQFvrTVFZYQbMQ99dWGX6iN_FkJiRhg0E1hvk7jVxK6b0ruzn_NnEXI-zW4qpul5-E5XTV6v4PjKaQhTcvjAtN86uwiE6Ebg3vUXZR3n7/s400/States+ranked+by+10+with+funding+KASB+and+WalletHub.png" width="400" /></a></span></div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"></span><br />
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></span></div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">
This information supports the conclusion of both Kansas
educational costs studies and new national research that additional funding supports
improved school outcomes.
<b>Kansas uses education resources efficiently. </b></span><br />
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">If education efficiency is characterized by good results for
the money spent, Kansas is an “overachiever,” ranking relatively high while
spending relatively low. The chart below from the WalletHub report shows Kansas
grouped with seven other states as “Low in spending and strong school system.”
</span><br />
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span>
<div class="separator" style="clear: both; text-align: center;">
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7ZcfwOPYjXQrji1BFN7R3Vkl-RyntVneBBIETkiiOi0Ge_ZpJOybBHUNtcDT4ni07LXnMWPck0duIX3VN-hW7D2U1p4egjVSfHnf4tIHpJmxp_lBlf_r76ON7yjJ4YleTyYgK9tSuOKCD/s1600/WalletHub+Chart.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="414" data-original-width="522" height="505" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7ZcfwOPYjXQrji1BFN7R3Vkl-RyntVneBBIETkiiOi0Ge_ZpJOybBHUNtcDT4ni07LXnMWPck0duIX3VN-hW7D2U1p4egjVSfHnf4tIHpJmxp_lBlf_r76ON7yjJ4YleTyYgK9tSuOKCD/s640/WalletHub+Chart.png" width="640" /></a></span></div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">
According to the U.S. Census Bureau’s Public Education
Finances report for 2016, the most recent year available, Kansas ranked 30<sup>th</sup>
in total revenue per pupil than Kansas. Of the 14 states ranked ahead of Kansas
by WalletHub, only one, Colorado, provided less total funding. Of the eight
states ranked ahead of Kansas on KASB’s report, none provided less total
funding. </span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">This information is consistent with the most recent Kansas
educational cost study, conducted this Spring by Dr. Lori Taylor and others,
which found Kansas to have one of most efficient school systems the researchers
had reviewed.
Here are links to a <span class="MsoHyperlink"><a href="http://tallmankasb.blogspot.com/2018/07/what-kansas-education-cost-studies.html">summary</a></span>
of recent Kansas education cost studies and a <span class="MsoHyperlink"><a href="http://www.shankerinstitute.org/sites/shanker/files/moneymatters_edition2.pdf">report</a></span>
on the impact of funding on state student outcomes. </span></div>
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></h3>
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">How WalletHub and KASB use data to rank state school
systems </span></h3>
<div>
<br />
WalletHub uses the number of schools in the U.S. News and
World Report designation of the top 700 schools in the U.S., adjusted for state
population, and the number of U.S. Department of Education Blue Ribbon schools
per capita. KASB does not use this data. </div>
<div>
<br /></div>
<div>
WalletHub looks at High School Graduation Rate Among Low-Income Students, Projected High
School Graduation Rate Increase Between 2017-2018 and 2031-2032 School Years,
and Dropout Rate. KASB uses graduation rates for all students, low income
students, students with disabilities and English Language Learners.
WalletHub
use National Assessment of Educational Progress test scores in reading and math
for all students. KASB used NAEP scores at both the basic and proficient
benchmarks for all students, low income students and non-low income students. (NAEP
tests a small sample of students in grades four and eight.) </div>
<div>
<br /></div>
<div>
WalletHub
uses the share of 2017 High School Class Scoring “3” or Higher on Advanced
Placement Exam. KASB does not use AP tests.
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">WalletHub
considers the state's median SAT Score and ACT Score, share of High School
Graduates Who Completed ACT and/or SAT, and the Division of SAT and ACT Results
by Percentile. KASB includes the percent of students testing scoring college
ready on all four ACT benchmarks, the median SAT score, the percent of students
tests by ACT and SAT, and the state's ranking in ACT and SAT scores compared
the expected rank based on percent of students tested. </span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">WalletHub
uses Pupil-Teacher Ratio and Share of Licensed/Certified Public K–12 Teachers
by state. KASB uses only educational outcomes in its ranking.</span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></div>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">Finally, 20
percent of WalletHub's ranking comes from 10 school safety factors, KASB does
not include non-academic measures. </span></div>
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><br /></span></h3>
<h3>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;">State Rankings</span></h3>
<div>
<span style="mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR91TDZtahQjp-YOJlIus1Y66MjH6i4yeq33uU7-Nt74jN-j_dy9Vl7mzpKK50cT1f-RzJiNxxM2ABOzD8ocM85ngc3Q3XHrsrd6I12RGsXPkW27L67lEx3NHJ0Jw3aK5fRgnbtE4OlkFM/s1600/KASB+and+WalletHub+Ranking.png" imageanchor="1" style="font-weight: bold; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1058" data-original-width="490" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR91TDZtahQjp-YOJlIus1Y66MjH6i4yeq33uU7-Nt74jN-j_dy9Vl7mzpKK50cT1f-RzJiNxxM2ABOzD8ocM85ngc3Q3XHrsrd6I12RGsXPkW27L67lEx3NHJ0Jw3aK5fRgnbtE4OlkFM/s1600/KASB+and+WalletHub+Ranking.png" /></a></span></div>
<div>
</div>
Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-13373199695882185412018-07-30T09:28:00.000-05:002018-08-17T08:32:56.364-05:00Report ranks Kansas high on education performance and college funding; lower on equity, state economy and financesA new report says Kansas is in a better position than most
states to meet future workforce education needs, but offers some warnings about
educational equity, state economy and finance policies.<br />
<br />
The report indicates the Kansas education system, from pre-K
through postsecondary, does relatively well in preparing students to complete
high school, participate in postsecondary education and complete a degree or
workforce credential – and does so at a fairly low cost. These conclusions are
consistent with KASB’s <a href="mailto:https://kasb.org/wp-content/uploads/2016/12/ComparingKS17.pdf">Comparing Kansas report</a> on educational attainment and
K-12 funding.<br />
<br />
However, the report notes that all states are projected to fall
short of projected educational needs.<br />
<br />
The <a href="https://irhe.gse.upenn.edu/College-Opportunity-at-Risk">report</a>,
College Opportunity at Risk: An Assessment of the States, was prepared by the
Institute for Research on Higher Education at the University of Pennsylvania's
Graduate School of Education. It provides a state-by-state "risk
ranking" for addressing future educational opportunity using 17 indicators
in four areas: education performance (both K-12 and higher education),
education equity, higher education funding and productivity, and state economy
and finances.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC3KYUe_8BiU2l0P3hepyDYygfvBXgZy9QK_CBvGhMAoo-BDab_sGRE7HpRHSRPdpxOVfB1EFlRW_nYuCTbVCZ2M2S9lNGj57nhy1EG6w9hVIXme0opZ6gkMqDzJ5253z1qI7vOmfSbP4F/s1600/College+Opp+at+Risk.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="182" data-original-width="367" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC3KYUe_8BiU2l0P3hepyDYygfvBXgZy9QK_CBvGhMAoo-BDab_sGRE7HpRHSRPdpxOVfB1EFlRW_nYuCTbVCZ2M2S9lNGj57nhy1EG6w9hVIXme0opZ6gkMqDzJ5253z1qI7vOmfSbP4F/s400/College+Opp+at+Risk.JPG" width="400" /></a>
<br />
<br />
“Unless state and college leaders take
steps to ensure that more Americans attain postsecondary degrees and
certifications, the United States will be woefully unprepared for the economic
and civic challenges of the 21st century,” say the authors, led
by Dr. Joni E. Finney, director of the Institute for Higher Education Research.
“By 2025, the United States will need approximately 60 percent of its workforce
to have college degrees, workforce certificates, industry certifications, and
other high-quality college credentials (Lumina Foundation, 2018).” The report
indicates that Kansas had 50.7 percent of its residents meeting those goals in
2016, and says if Kansas fails to improve, it will fall short of the 60 percent
benchmark by 133,877 in 2025.<br />
<br />
Other reports have suggested Kansas will have an even greater
need for credentialed workers. The Georgetown Center on Education and the
Workplace <a href="https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/#full-report">said</a>
in 2013 that the nation will need 65 percent of workers with a postsecondary
credential and that Kansas would need 71 percent – tied for sixth highest among
the 50 states. These concerns have been a driving force in the Kansas State
Board of Education’s Kansans Can vision to boost high school graduation and
postsecondary attainment rates.<br />
<br />
<h3>
</h3>
<h3>
How Kansas scored in the new report</h3>
<div>
<br /></div>
The College Opportunity at Risk Report ranks states on a range
of indicators available for all states. The method is similar to KASB’s <a href="https://kasb.org/wp-content/uploads/2016/12/ComparingKS17.pdf">Comparing
Kansas report</a>, but is much more focused on higher education data, as well as state budget and economy measures.<br />
<br />
Overall, Kansas ranked 12 LOWEST in “risk rank,” meaning 11
states were considered to have a lower risk of not meeting educational goals and 38 were at higher risk. The states with lower risk rankings were (from
lowest risk to highest): Washington, Vermont, Virginia, Iowa, Minnesota, Oregon, Wisconsin, Indiana, North Carolina, Florida and Delaware.<br />
<br />
How does Kansas fare in the individual areas covered by the report, and what implications does it have for state and local policies?<br />
<h3>
<br />Education Performance – Kansas ranked 9th</h3>
<div>
<br /></div>
Kansas ranked in the top 15 states in high school graduation
rate (89 percent) and percent of population enrolled in education beyond high
schools (45 percent for 18-23-year-olds and 5.8 percent, for 24-64-year-olds).
It also ranked higher in the percent of community college students completing a
two-year degree within three years (34.6 percent).<br />
<br />
Kansas was average in the percent of students scoring at
proficient on the National Assessment of Educational Progress in reading and
math at fourth and eighth grade (between 33-41 percent), the percent of
students completing a four-year degree within six years (51.8 percent) and
percent of family income, on average, required to pay the cost of attending
postsecondary institutions (after subtracting all financial aid) in the state
(27.2 percent). Kansas ranked lowest in the percent of passing Advanced
Placement test scores per 100 juniors and seniors (13.4).<br />
<br />
The Kansans Can vision places a high emphasis on graduation
rates and postsecondary participation, which, along with career-focused
individual plans for study, make up three of the five outcomes that all
districts are to focus on. (The other two are kindergarten readiness and social
and emotional issues.) The Kansas Department of Education last year developed a
Postsecondary Effectiveness report as one of the accountability tools for all
districts.<br />
<br />
<h3>
Educational Equity –
Kansas ranked 33rd</h3>
<br />
Kansas ranked 20th in the white/non-white gap in
high school completion or graduation rate (8.5 percent). It ranked 33rd in the percentage difference between the percent of non-white students enrolled
in degree or workforce certificate programs (7.4 percent). In other words, a
smaller percentage of students from racial and ethnic minorities are enrolled
in postsecondary programs than are in the overall population.<br />
<br />
Kansas ranked 42nd in the gap between white and
non-white students in the “on time” completion rate for two-year and four-year
institutions. Finally, Kansas ranked 20th in “geographic equity,”
defined as the average distance from each county center and the closest
degree-granting institution (6.4 miles).<br />
<br />
This data suggests Kansas is about average in the
“achievement gap” between white and non-white students for high school
graduation, but a lower percentage of non-white students attend postsecondary
programs and an even lower percentage actually complete those programs.<br />
<br />
Note that the equity gap only measures the <b><i>difference </i></b>between
white and non-white students. For example, a smaller difference between white
and non-white students was considered better, even if both groups were below
the national average, than a larger difference if both groups were higher than
average.<br />
<br />
<h3>
Higher Education
Funding and Productively – Kansas ranked 2nd</h3>
<br />
This was the best area for Kansas. The state was in the top
15 states in postsecondary productively or state and local appropriations per
degree and certificate produced at all public institutions ($25,082), and in
the number of degrees and workforce certificates awarded for every 100
full-time equivalent students at all degree-granted institutions.<br />
<br />
Kansas ranked 2nd in the “volatility of higher
education appropriations,” defined as the percent of the amount of money
appropriated specifically for higher education fluctuated annually between 2000
and 2015. Ranking 2nd means higher education appropriations in Kansas
were NOT volatile; that state support did not change as much from year to year
as most states.<br />
<br />
This data suggests that a comparatively high percentage of
students complete degrees at a relatively low cost to the state. It indicates
that Kansas state support for higher education has been quite stable compared
to other states but does not show how the level of funding compares to costs or
needs.<br />
<br />
<h3>
<b style="mso-bidi-font-weight: normal;">State Economy and
Finances – Kansas ranked 31st</b></h3>
<span style="mso-bidi-font-weight: normal;"><br />
The report’s final area looks at a state’s economy and
fiscal practices. On the economic side, Kansas was fairly average in gross
domestic product (revenue from all goods and services in the state’s economy)
per capita in 2016 ($46,217). The Kansas “New Economy Index” ranked 30th.
The index developed by the Information Technology and Innovation Foundation
(ITIF) is a composite indicator that represents how well the structure of each
state’s economy aligns with the ideal structure of the New Economy in five
broad categories: knowledge jobs; globalization; economic dynamism; the digital
economy; and innovation capacity. Finally, Kansas ranked 23rd in
Income Inequality, the gap between the median family income of families in the
highest and lowest income groups.<br /><br />
In terms of state fiscal policies, Kansas ranked 17th
in volatility of general fund expenditures, the average annual fluctuation of
state expenditures from year to year between 2000 and 2015 (2.7 percentage
points). The state’s worse rank, 47th, was state reserves, with an
average “rainy day fund” balance of 0.0 percent between 2016 and 2018. Finally,
Kansas ranked 21st in state debt and unfunded liability as a percent
of state revenue (180.6 percent).<br /><br />
It is unclear how the report defines “rainy day funds” in
state budgets. Kansas does not have a separate rainy day fund but is supposed
to maintain state general fund ending balances of 7.5 percent. That threshold has been regularly ignored in recent years.</span><br />
<h3>
<span style="mso-bidi-font-weight: normal;"><br /></span></h3>
<h3>
<span style="mso-bidi-font-weight: normal;">
Overall Implications </span></h3>
<span style="mso-bidi-font-weight: normal;"><br />
Although the report suggests that Kansas is better
positioned than most states in providing postsecondary opportunity for its
students. There are two major concerns.<br /><br />
First, Kansas has wider disparities between white and
non-white students in postsecondary education than most states. That is especially
problematic considering other reports that project the non-white population in
Kansas will grow faster than in most states. Second, the state’s economic
ability to support education is barely average compared to other states.<br /><br />
The biggest area of concern raised by the authors of the
report is the shifting financial burden for postsecondary education from state
and local funding to tuition, and the impact of that shift on under-represented
student populations. It calls for new compacts for public education. “Today it
is clear that post–WWII state policies, which were designed to educate 30 to 40
percent of Americans beyond high school, do not meet current and future
demand,” said the report, stressing that new economic demands will require
educating 60 percent or more of students beyond high school.<br /><br />
</span><br />
<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-21489164038276348612018-07-26T08:05:00.000-05:002018-07-26T08:05:25.679-05:00Kansas school property taxes lower than most other statesLocal property taxes for public schools in Kansas are lower
than most states in the region and nation, even including the state 20 mill
levy.<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Property taxes are usually considered the most unpopular tax
among voters and taxpayers, and concerns about higher property tax rates have
been cited by some as a reason to amend the Kansas constitution’s school
finance provisions. However, national data shows Kansas schools rely less on
property taxes than most neighboring and Plains states and the national
average.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Data from the most recent Public Education Finance report
for 2016 from the U.S. Census Bureau shows that Kansas raises $2,191 per pupil from
local property taxes, 37<sup>th</sup> out of the 43 states that reported revenue
from local property taxes. That is lower than all bordering states (Colorado, Nebraska,
Missouri and Oklahoma) and other Plains states (Iowa, Minnesota, North and
South Dakota).<o:p></o:p></div>
<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2xj0CExCL_-PCtTOPnvTl3Iew-ElfQ18-CBWqxnZmZhR_IN_BMCNp2mqlXitc3MUm2dVdUsnjH35vqHTziTKtkjgIl2_hG8VcLLdbVLKn7HCfOWL-fNZdt6jHbN9kpNgZysm_W9Lysmxr/s1600/Per+Pupil+Property+Tax+by+States+2016.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="361" data-original-width="515" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2xj0CExCL_-PCtTOPnvTl3Iew-ElfQ18-CBWqxnZmZhR_IN_BMCNp2mqlXitc3MUm2dVdUsnjH35vqHTziTKtkjgIl2_hG8VcLLdbVLKn7HCfOWL-fNZdt6jHbN9kpNgZysm_W9Lysmxr/s400/Per+Pupil+Property+Tax+by+States+2016.png" width="400" /></a></div>
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That number for Kansas does not include the statewide 20
mill levy, which is mandated by the state legislature, collected by the state
and redistributed to school districts as state aid. National data does not
indicate if other states fund schools with state aid from property taxes.
However, even if including $1,212 per pupil from the statewide mill levy is
added, Kansas school property taxes are still below all neighboring and Plains
states except Minnesota and Oklahoma, and over $600 below the U.S. average. <o:p></o:p></div>
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Why are Kansas school property taxes so low? First, because overall
Kansas school funding is relatively low. In 2016, total funding per pupil ranked
30<sup>th</sup> in the nation, over $1,500 below the national average; lower
than Iowa, Nebraska, Minnesota and North Dakota in the region, and just $120
more than Missouri.<o:p></o:p></div>
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Second, property taxes are also lower in Kansas because of deliberate
state policy to rely more heavily on state revenues. Kansas schools overall
receive just 27.4 percent of total revenue from local sources. That is a lower
percentage that any state in the region, compared to Colorado (49.5 percent),
Iowa (39.1 percent), Minnesota (29.2 percent), Missouri (49.2 percent),
Nebraska (58.7 percent), North Dakota (34.8 percent), Oklahoma (41.0 percent)
and South Dakota (56.3 percent), as well as the U.S. average (44.5 percent).
This fact also explains why Kansas ranks high in state aid per pupil (as
opposed to local revenues) and K-12 aid amounts to about 50 percent of the
state general fund budget, as it has since the mid-1990’s. Relative to other
states, a portion of state aid effectively functions to lower property taxes
rather than increase school funding.<o:p></o:p></div>
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Third, school property taxes are lower due to state
equalization aid. Three major state aid programs – Capital Improvement aid for
bonds ($190 million) Capital Outlay aid ($60 million) and Local Option Budget
aid ($480 million) do not provide districts with any additional spending power;
instead, they offset local property tax requirements. Without this funding,
property taxes would have to be much higher in low wealth districts or spending
in these areas reduced.<o:p></o:p></div>
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A significant amount of state equalization has been passed
by the Legislature because of Kansas Supreme Court rulings on funding equity.
Other states have different constitutional language and court opinions.<o:p></o:p></div>
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<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-22167316748123320962018-07-24T09:44:00.001-05:002018-07-25T09:02:32.111-05:00State Board proposal would adjust Legislature's school funding for inflation<br />
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The Kansas Supreme Court’s latest <i>Gannon</i> decision
said the Legislature’s most recent plan to provide constitutional school
finance is acceptable if funding is added for future inflation. In July, the Kansas
State Board of Education laid out a plan to do that.<o:p></o:p></div>
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State attorneys told the Court the 2018 Legislature’s plan was
based on the amount that should have been appropriated in 2010 – after action
to address the earlier <i>Montoy</i> case but before budget cuts caused by the
national recession. This method, called the “Montoy safe harbor,” adjusted for
inflation between 2010 and 2017 and showed actual school funding was $763
million short in 2017.<o:p></o:p></div>
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The state argued increased funding approved by the 2017 and
2018 legislatures would close that gap. Much of the additional funding would be
phased in through 2023.<o:p></o:p></div>
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The Supreme Court basically accepted that approach; however,
the court said its approval was conditioned on the Legislature adjusting for
inflationary increases as that funding level is phased in. In developing its
budget request for the next state budget cycle, the State Board voted to
recommend additional state aid increases over the next four years to comply
with the court, adding $90 million per year to funding already approved. (The
State Board is also requesting other increases as well).<o:p></o:p></div>
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The following chart shows how the State Board’s request
would close the gap between the Legislature’s action so far and an
inflation-adjusted “safe harbor” calculation. The solid orange line is the
state’s estimate of funding required to maintain the constitutional level
approved in the <i>Montoy</i> case, adjusted for inflation through 2017. The
solid blue line is the actual level of general fund support. The dotted blue
line shows funding approved by the Legislature to close the gap in 2023.
However, if the top line is adjusted for 1.44 percent inflation, the gap does
not close. The red line indicates the State Board’s proposal for additional
funding to close the gap in 2013.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-jIABGqJops2N4XxUzvUnxEdvvh3txZP0JR9jmnU03KWJX4m05COIzQmPXMRqpnhIgksAmlcDReLWf2qfieakaodgVkhZ2fnPIziqCXD_cygRmsc3Naz2N-d-ZdIot4uYGKbiODpI2Em/s1600/State+Board+Funding+Request+to+Comply+with+Gannon+inflation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="363" data-original-width="493" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-jIABGqJops2N4XxUzvUnxEdvvh3txZP0JR9jmnU03KWJX4m05COIzQmPXMRqpnhIgksAmlcDReLWf2qfieakaodgVkhZ2fnPIziqCXD_cygRmsc3Naz2N-d-ZdIot4uYGKbiODpI2Em/s400/State+Board+Funding+Request+to+Comply+with+Gannon+inflation.png" width="400" /></a></div>
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<b>State revenues and budget</b>. School funding already
approved for 2020 through 2023 will require more than $100 million per year.
The State Board’s request would increase that amount to approximately $200
million per year. Total state general fund revenue for the fiscal year just
ended, 2017-18, was just under $7.3 billion. To add $200 million in state
funding would require revenue growth of over 2.7 percent. However, there are
expected to be many other funding demands on the state, including human service
caseloads, increased funding for KPERS contribution, restoring transportation
and higher education.</div>
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<o:p></o:p></div>
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Since 1994, K-12 funding has been about 50 percent of the
state general fund budget. To keep K-12 funding at that percentage of the SGF,
state revenues will have to increase by double the rate of education funding,
or about 5.5 percent. That is much faster than revenue growth in most recent
years. However, tax revenues were over $300 million higher than projected in
April. The next official revenue forecast, which will cover the rest of the
current Fiscal Year as well as FY 2019-20 and 2020-21, will be released in
November.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">How was the “safe
harbor” and inflation adjustment calculated?<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp4f10BPchVuZM4qtLpfzAHHeWZN9FqeOhYNmfSN32aXUiSHMiunsPcvwJtQVsjZuAM_2G2kepBVb9-Kcz7-hc9RjHwm5PDbQdSCEw0RxZDRrQy9s7sAcbi5cUvIMQzj4ZBl3p87Y_ERqn/s1600/Calculating+School+Finance+Safe+Harbor+and+Inflation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="571" data-original-width="669" height="341" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp4f10BPchVuZM4qtLpfzAHHeWZN9FqeOhYNmfSN32aXUiSHMiunsPcvwJtQVsjZuAM_2G2kepBVb9-Kcz7-hc9RjHwm5PDbQdSCEw0RxZDRrQy9s7sAcbi5cUvIMQzj4ZBl3p87Y_ERqn/s400/Calculating+School+Finance+Safe+Harbor+and+Inflation.png" width="400" /></a></div>
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Column 2 shows actual school district general fund amounts
(not including special education) from 2009 to 2017, the approved general fund
levels for 2018 (last school year); the amount of additional base and special
education aid approved for 2019 (upcoming school year), and the estimated
general fund from 2020 through 2023 under base state aid increases approved in 2018
SB 61.<o:p></o:p></div>
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Column 3 shows the annual change in the Consumer Price
Index-Midwest from 2011 to 2017, as noted in the court's Gannon VI decision,
based on a memo from the Kansas Legislative Research Department, and a
projected 1.44 percent inflation rate from 2018 through 2023. There is no
actual CPI-M data past 2017 (the current year, 2018, is only about half over).
The court's concern is that no inflation adjustment was made in the state's approved
funding for 2018 and 2019, or the for the "phase in" of the plan from
2020 to 2023. The court seemed to suggest a 1.44 percent adjustment might be
applied in future years. The State Board used this percent in developing its
budget request.<o:p></o:p></div>
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Column 4 is taken from a Kansas Legislative Research
Department memo cited by the court, which showed what the general fund total
would have been in 2010 under the <i>Montoy </i>decision, which was presumed to
be constitutionally suitable. That level is then adjusted by the CPI-M through
2017 to the level of $3.44 billion. The state argued this is the target it
needs to reach under the "safe harbor" concept. The state did not
discuss any change in this amount for 2018 to 2023.<o:p></o:p></div>
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Note that in 2023, the estimated level of general fund
support is $3.38 billion, compared to the 2017 safe harbor amount of $3.44
billion, which indicates that Legislature’s five-year plan would be about $56
million short even without adjusting for inflation. The court may have accepted
this because of other funding the Legislature said it was providing, including
increases in special education, early childhood and other programs.<o:p></o:p></div>
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Column 5 shows an increase in the “safe harbor” level based
on 1.44 percent inflationary adjustment from 2018 through 2023, the period of
the Legislature’s phase-in. The safe harbor amount increases from $3.44 billion
in 2017 to $3.74 billion in 20023.<o:p></o:p></div>
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Column 6 shows the difference between the actual funding
from 2010 through 2017 and the Legislature’s safe harbor calculation for the
same years, and between the estimated amounts under Legislative action and the
inflation-adjusted safe harbor from 2018 through 2023. The shortfall increased
from $533 million in 2010 to $763 million in 2017. It began dropping in 2018
with legislative action, but after adding 1.44 percent for inflation annually from
2018 through 2023, the gap remains $364 million in 2023. That was the Supreme
Court’s major concern.<o:p></o:p></div>
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Column 7 shows the amount proposed by the State Board to add
about $90 million more each year from 2020 through 2023. These increases are
cumulative, so by 2023, the additional funding requested by the board is $364
million. <o:p></o:p></div>
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Column 8 shows the estimated foundation amount for 2020
through 2023 if the State Board’s request is added, under which the state aid
level finally matches the safe harbor level, adjusted for inflation, in 2023. That
means state foundation aid would have been below the state’s proposed
calculation of adequate funding for 14 years – an entire class of students from
kindergarten through grade 12.<o:p></o:p></div>
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There are three big issues with the board’s proposal to
comply with Supreme Court’s decision.<o:p></o:p></div>
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<b>Inflation rate</b>. The State Board used a 1.44 percent
inflation rate for a phase-in through 2023, which the court observed is “the
average of all the years of inflation shown in the State’s chart from its April
23 memo (SY 2010-11 through SY 2016-17).” However, the actual rate could be
higher (as many observers expect), as well as lower. Currently, inflation is
running higher than 1.44 percent.<span style="mso-spacerun: yes;"> </span>The
April Consensus Revenue Estimate projected the national consumer price index to
increase more than 2 percent in 2018 and 2019. (The national CPI tends to
increase slightly faster than the Midwest CPI.)<o:p></o:p></div>
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Would the court accept an inflation adjustment for 2018
through 2023 based in the average inflation rate from 2011 through 2017?<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">What funding “counts”
toward the safe harbor?</b> The “safe harbor” calculation was based on the total
of school district general fund budgets, essentially the base or foundational state
aid per pupil multiplied by actual enrollment and student weightings under the
school finance formula. However, in determining the amount of additional
funding to meet the inflation-adjusted safe harbor, the State Board appears to
have included $44.4 million in additional special education aid in 2019. For 2020
through 2023, the board only considered the increase in base state aid which the
Legislature approved and proposed additional base aid of approximately $90
million per year.<o:p></o:p></div>
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It is not clear if the Supreme Court would expect all
additional funding to meet inflation to be base state aid, or whether it would
consider other funding, such as special education, pre-school funding,
transportation weighting changes, mental health programs, local option budget
changes and even KPERS funding attributable to increased aid.<o:p></o:p></div>
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<br />Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0tag:blogger.com,1999:blog-8614382973955194158.post-90657344514175356792018-07-20T09:26:00.000-05:002018-07-21T10:27:44.681-05:00State aid for school district bond projects: how it works, why it mattersMost people
are aware that the state of Kansas provides help for some school districts to
pay for construction bonds to build, remodel and equip schools and other
district facilities. But they may not know the details of how the program
works, or why it is important. Decades
ago, before the state began assuming a larger role in school funding, schools
were mostly funded through local property taxes. There are great differences among
districts in the amount of taxable local wealth (called assessed valuation),
especially when considering differences in the number of students each district
enrolls and educates.<br />
<br />
Assessed
valuation per pupil ranges from just over $1,000 in Ft. Leavenworth, a military
installation with almost no taxable property, to over $500,000 in Burlington,
home of the state’s only nuclear power plant. Even after throwing out those
extremes, valuation per pupil ranges from about $25,000 to over $375,000.<br />
<br />
This means
lower wealth districts would require much higher property taxes to raise the
same amount as wealthier districts. For example, according to the Kansas State
Department of Education, the average school district bond payment last year was
$1,202 per pupil. This is an average: many districts have no debt and no
payments; others are higher.<br />
<br />
Again,
excluding extremes, a district with $25,000 in assessed valuation per pupil
(AVPP) would have to levy over 46 mills to raise $1,202 per pupil, compared to
just over 3 mills for a district with $350,000 AVPP. The statewide average
would be about 16 mills. Beginning in 1993, even before the Kansas Supreme
Court ruled such differences would create unconstitutional inequities for
students, the Kansas Legislature created a program to help lower-wealth
districts pay for school construction bonds.<br />
<br />
The
original formula was amended by the Legislature in 2015. Under the new formula,
the LOWEST district in assessed valuation per pupil would receive 75 percent
state aid, meaning the state would pay for 75 percent of the annual bond
payment. The "aid ratio" drops by one percent for every $1,000 in
increase in AVPP.<br />
<br />
The next
lowest AVPP district for last year, 2017-18, was $25,800. The difference
between $25,800 and the lowest AVPP of $1,000 is approximately $25,000.
Subtracting 25 percent (1 percent for each $1,000) from 75 percent, means the
second lowest current district is eligible for about 50 percent state aid.<br />
<br />
Without state aid, a district with AVPP of $25,000 would
need to levy about 47 mills to raise the state average per pupil annual bond
payment of $1,202. With 50 percent state, the required mill levy drops to about
23 mills.<br />
<br />
The aid
percentage continue to drop until AVPP reaches about $76,000. In other words, the
rate drops from 75 percent at $1,000 per pupil to zero at $76,000 per pupil. There
are about 140 districts below $76,000 in AVPP, out of 286, which means that
approximately half of districts receive NO state aid, and half receive aid
between 50 percent and zero. There are only about 20 districts below $40,000
AVPP, which means most districts that get state aid receive less than 35
percent.<br />
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It is
important to remember that while lower wealth districts receive an increasing
percentage of aid, it does not mean their taxpayers pay less in taxes. In fact,
even with state aid, these districts still require a higher mill levy than
wealthier districts.<br />
<br />
The chart
below shows the approximate mill levy required to raise the average bond and
interest payment of $1,202 per pupil without any state aid (blue bars), and the
levy required with the current state aid formula (orange bars). No aid is paid
for districts over about $76,000 per pupil and as AVPP continues to rise, the
mill levy continues to decrease.
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As the table shows, this program is far from “fully
equalized.” Wealthier districts can still raise more revenue per mill, or equal
revenue at a lower tax rate; and the poorest districts still must pay more than
to raise the same amount. However, it does allow those lower wealth per pupil
districts to pay for school construction with tax rates closer to the state
average.<br />
<br />
Information about specific districts can be accessed through
the Kansas State Department’s Data Central portal, <a href="https://datacentral.ksde.org/school_finance_reports.aspx">here</a>. You can
select reports on assessed valuation, bonded indebtedness and bond proceeds.
Anonymoushttp://www.blogger.com/profile/09996331675722694817noreply@blogger.com0