2004-05 Federal Education Issues

Federal Budget - The 2004-05 federal budget targets for elimination several programs critical for Madison Schools. The elimination of the programs translates into a loss to the district of over $5.5 million in federal resources for schools:

Even Start ($1,117, 193) - program provides family literacy/social needs, targeted towards non-English speakers and low-income families;
Comprehensive School Reform ($2,862,813) - CSR grants provide funding to develop or adopt, and implement, comprehensive school reform programs based upon scientifically based research and effective practices. CSR emphasizes basic academics and parental involvement, so that all children can meet state Model Academic Standards;
Smaller Learning Communities ($934,110) - SLC allows the district to break two of our larger high schools (West and Memorial) into smaller units. The main benefits of smaller learning communities are: 1) every student "counts," every student belongs, and every student is noticed and can develop personal relationships with small groups of students and teachers; 2) students are positively affected in the areas of grades, test scores, attendance rates, graduation rates, drug and alcohol use, and school safety;
Foreign Language Assistance ($432,743) - The program endeavors to strengthen the district's foreign language programs, with emphasis on the elementary grades;
Vocational Education National Programs ($244,500) - provides opportunities for students to explore vocational education options.

Math-Science Partnership Program ($200,000) - The district opposes the president's transfer of the MSP funds from the National Science Foundation to the Department of Education. The program links top university scientific researchers to K-12 partners. The competitive grant awards are based on technical merit and comprehensive peer review. The successful program should remain as is.

Technology Education - The state has eliminated the tremendously successful TEACH WI program, which provided schools with grants and low-interest loans for technology education. Almost half of the district's computers are old enough that they would be discarded by both government agencies and the private sector. About 15% are "minimally functional" for instructional purposes. Continued funding from the federal "E-rate" is critical for Madison students ($415,000 in '04, $393,000 requested for '05).

Under-funded Mandates - The federal government's continued reneging on its 1975 promise to reimburse school districts for 40% of special education costs is an ongoing local budget dilemma. This failed promise translates into a loss of $21.2 million for Madison schools. Incrementally inching to 40% after nearly three decades is insufficient.

Since 1997-98 the district's Limited English Proficiency enrollment has nearly doubled (1,400 to 2,747 in 2003-04). The district's 2001-02 LEP budget was $7.2 million; for 2003-04 the budget was $12.9 million. Since 1999-2000, the LEP/bilingual budget has nearly tripled - from $4.6 million to $12.9 million.

In the last three budgets, MMSD has added almost 50 new bilingual teachers/resource specialists. LEP reimbursement from the state is about 16% -- from the FEDs, less than 10%.

No Child Left Behind - While NCLB contains many laudable goals supported by the district, we question the methods to attain the goal of greater school accountability. The district supports using assessment to make positive changes in the classroom - we've been doing it for years. But NCLB takes positive educational methods and creates a punitive climate for change - rarely a prescription for success. Schools succeed when:

The need for change is understood and based on clear and convincing data;
Well-planned staff development provides teachers with "best practice" skills, and;
Progress is monitored for improvement.

NCLB promotes using research-based best practices, again, a concept we support. But in practice, NCLB is extremely narrow in the types of "best practices" it allows districts to use. This prescriptive approach discourages the continuous improvement of educational thought and practice.

Perhaps the most disquieting aspect of NCLB is the law's major assumption that we can intervene in schools that are not being successful and achieve positive change over time by noting the Average Yearly Progress of schools. The premise is sound, but the methodology is flawed. The current system of identifying AYP, points to the almost mathematical certainty that all of the nation's schools will eventually be on the AYP list. The positive approach of intervening in schools is negated by the certainty of ultimately being unsuccessful.

Scrapping current successful education programs to finance NCLB is a misguided approach to school improvement. Community Learning Centers and other federally-funded education programs that are helping students should be maintained and not used to fund expanded federally mandated testing.

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