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Funding special education continues to be problematic for Madison schools. While Congress authorized a 40% reimbursement to states for special education expenses, the federal share of the total Wisconsin special education expenses is estimated at 11.3% for the 2001-01 school year. In Madison, federal funding has increased 26% ($1.9M, 1999-00 to $2.4M 2000-01), but federal special education aid is still less than 5% of the district's total special education expenses ($51.3million). MMSD supports the Senate provision to increase funding by $2.5 billion annually to eventually get to 40% funding. A 40% federal reimbursement to Madison schools translates into an estimated $20.5 million.
The federal class size reduction resources are an important supplement to state SAGE funds and local funds allocated for K-3 classes of 15 or fewer. If the state approves full funding for the SAGE program, Madison anticipates that 91% of our low-income students will be in smaller classes (75% of the total K-3 enrollment) for the 2001-02 school year. The $800,000 federal class size reduction appropriation to Madison schools provides 16 elementary classroom teachers.
Madison operates eight CLCs in seven elementary schools and one at the Allied Drive learning Center. The CLCs provide academic and recreational opportunities for students and the broader community during non-school hours. Federal aid is critical to enable the district to continue to provide essential opportunities for students.
There are several key elements in ESEA important to Madison schools. The district believes that federal ESEA funds should flow from the US Dept. of Education to the state education agency (DPI).
Title I provides critical resources used to ensure literacy for low-income elementary students. MMSD supports the proposal to lower the "school-wide Title I" threshold from 50% low-income students to 40%. This change allows more flexibility for local school districts to impart essential literacy skills, on a school-wide basis, as opposed to a pull-out program for an individual student.
Oppose congressional efforts to require specific literacy programs (e.g. phonics only). MMSD supports a balanced approach to literacy. Different children learn in different ways and local educators should be allowed the latitude to determine what works best for an individual child.
Testing/Accountability provisions in the ESEA reauthorization raise concerns of unfunded mandates for local school districts and the state. Requirements along these lines must be fully-funded by the federal government.
In the past few years, Madison has experienced a dramatic growth in bilingual education enrollment. More federal resources must be allocated for this unfunded mandate.