Progressive vs. Old School


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Mark Binder is running against Gordon Fox.

Bob Plain asked me to keep the focus of this blog on the progressive aspects of my campaign. (And thanks, Bob, for standing up for the rights of the free press — particularly in an election.) I’ll do my best, but the writer in me also thinks that the strange things you need to do as a politician are interesting to all readers—not just progressives.

So, I’ll be doing a bit of both.

Disclosure: Yes, I’m running for office, so everything I write will probably be self-serving and “designed” to get me elected. Take it all with a grain of salt. (Or sodium substitute.)

If you want a more personal essay, I wrote about my experiences campaigning on July 4 on the Campaign site.

Grassroots vs. Entrenched

Whenever I introduce myself and say that I’m running for Representative to the RI House from District 4 there is a long pause and people ask, “Isn’t that Gordon Fox’s District? He’s the entrenched speaker of the House. He’ll have all sorts of people supporting him.”

I smile and (like a good politician) reply, “There are 10,000 voters who live in this district. I’m one of them.”

Then they ask me, “Are you insane?”

This is usually followed by a long explanation that my opponent is entrenched, has the support of everybody, hundreds of thousands of dollars in the bank, and how unworkable and dirty Rhode Island politics can be.

To which I reply, “Then you certainly ought to vote for me.”

A few days ago, I got an email from a constituent:

Your candidacy is already making a difference, as Fox wants to win back his marriage equality constituents.

Answering Mr. Fox on 38 Studios

Gordon Fox doesn’t know. He just doesn’t know. (“I don’t know,” he says, on Fox news, June 7.) I’m no sure why he doesn’t know, but he doesn’t.

The basic idea behind the 38 Studios deal was this wager

  • If we win, we get 400 high paying jobs in Rhode Island that cost the taxpayer a cent
  • If we lose, we lose millions upon millions of dollars and all the jobs.

Because of this candidacy, Gordon Fox has increased his communications with the press about the 38 Studios disaster. (Listen on RIPR. Read in the Providence Journal NOTE: The printed edition of the story differs dramatically from the online version. An interesting shift in history being rewritten as it happens.)

The salient points are this: Mr. Fox trusted that the EDC was going to keep track of things, and didn’t have any checks or balances in place to protect the state of Rhode Island.

Did they? Back in June, Mr. Fox said, “I don’t know.”

I understand that public officials have to trust the people who are working for the citizens of the state. That said, I am fed up with our government giving away tax payer dollars with no concrete backend or long-term payoff.

Some tax breaks benefit… Some not so much.

Do tax reduction incentives and credits bring in business? Sure. Do these reductions and incentives create loyalty? Absolutely not.

The Film and TV credits provided jobs and got movies made and dollars spent here. But movies are by nature short term projects. The Historic Tax credits (by and large) got buildings reconstructed and rebuilt infrastructure that is still standing, regardless of the economic health of the corporation.

Time and again we’ve cut taxes, given credits and breaks and seen projects collapse without benefiting the state, or companies flee Rhode Island when these benefits are done and they’ve made their profits.

Repeat after me: major corporations are loyal to their shareholders, not the citizens of Rhode Island.

Update

For a while, I got caught with the rhetoric that Rhode Island was offering “Loan Guarantees” and it wasn’t going to cost us anything. I was wrong. We, the taxpayers, sold bonds and have to pay them back. Kudos to Gina Raimondo for insisting we own up to the debt.

With unemployment up and the economy down, how are we going to pay them back?

Revamping Education vs. Power… at the 11th hour

One of the key issues in my campaign is a very simple shift in the way this State deals with public education.

I believe that the use of high stakes testing to determine school financing and teacher evaluations is a misdirected travesty. It’s bad for the students, bad for the teachers and good for the testing companies and consultants.

Here’s an equation. An “A student” and a non-English speaking student take a test. One scores 100%. The other gets a zero. The average? 50%, which means that school is failing. Never mind the teachers, potential of the students to learn more  or the curriculum…

Yes, I know there is a ton of federal money tied into this, but how much money would we save if we weren’t spending our time on testing, test prep, test evaluation and test intimidation? More important, how much more would students learn if they weren’t losing class time to testing?

The other week I was listening to NPR, and Diane Ravitch, the former head of education under George H. W. Bush, said something that clicked. I’m going to paraphrase:

Testing kills innovation and creativity. You don’t teach a kid to love and play baseball by testing them on it. You don’t start by teaching them the rules, then give them a test. Then next year, you make them memorize the history of the game to World War II (including the Negro Leagues) . Then give them a test. Next year it’s Post War baseball. Then a test. Then you have options. You can study the statistics of baseball (with tests) or the chemistry and biology of baseball (with tests on testing). Then, to celebrate, they’ll take you to a ball game.

Legislative bodies can pass laws, repeal laws, change laws, or leave things alone. When it comes to testing, I recommend that we back off. Let the schools and teachers use tests to understand what the students need to learn — so that they can teach those students, not as proof one way or another that something is failing or succeeding.

What did Mr. Fox do about education?

In addition to approving full-steam ahead testing, Mr. Fox and the gang decided on a different approach. They thought that a mashup of the Board of Higher Education (the colleges and university) and the Board of Regents (K-12) would save money and be… better. Never mind that pretty much everyone in those departments was opposed. Never mind that the public didn’t know about it. The whole process was taking too long, so they decided to just jam it into the budget at the last minute, and tell everyone, tough. (R.I. House passes plan to merge education boards, Providence Journal.)

Will it work?

Answering Mr. Fox on Marriage Equality

Recently, Gordon Fox promised that if he’s re-elected, he will run for Speaker of the House, and if he wins that, he will push for an immediate vote legalizing same-sex marriage in Rhode Island.

Yaay! Whoo hoo! (About time.)

As a supporter of marriage equality, I applaud my opponent and am glad that regardless of whomever wins this election the Rep from District 4 will cast a vote for this important piece of law.

Why didn’t Mr. Fox  push it through using all the power at his disposal as the Speaker of the House? “I don’t know.”

Personally, I wish that years ago, when we had the chance to be the first state in the Union to legalize same-sex marriage, we’d done so. If we had,  Rhode Island would have gotten all the tourist dollars from same-sex couples wishing to get married in our beautiful state.

Social Justice Patriots


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Each summer, over 9,000 NEA members from around the country gather at the NEA Representative Assembly, one of the largest democratic representative bodies in the world. Yesterday, my friend and colleague John Stocks, NEA’s Executive Director, gave the following remarks, which should be of interest to progressives everywhere.
——————–
You know, each year July 4th is the day when we honor our country’s birth.

It’s a day that summons in each of us our own sense of pride about being Americans.

It’s a day in which we celebrate the patriots whose intellectual and physical bravery over 200 years ago created this grand and audacious experiment that we know as the American democracy –
an experiment built upon freedom and the pursuit of happiness.

We celebrate July 4th by honoring those who thought and fought to establish this country and those who fought wars to keep our democracy intact…patriots who paid the ultimate price so that we can continue to enjoy freedom as individuals and live peacefully together in a democracy.

And we still have patriots – our sons and daughters in uniform – who risk their lives day in and day out. And we pray they return home safely to their families.

Today, we honor those contributions and their sacrifices.
But for me, that’s only part of the celebration of our nation’s independence.

I actually view patriotism through a broader lens.

Our American DNA is embedded with a profound sense of possibility, an unshakable belief in a better tomorrow, an abiding faith that the American Dream is not only real, but a belief that there are many Americans who are willing to ensure that it’s truly accessible for everyone.

Too often we overlook the part of our national portrait that celebrates those Americans who are driven by their conscience to make America a more perfect union….those who are constantly urging America to live up to its promise of equal opportunity and justice for all.

Dr. Martin Luther King Jr said that to be “divinely dissatisfied” with America is to love America. I agree with him.

I have a name for people who are divinely dissatisfied with America, yet love America’s promise.

I call them social justice patriots.

I have tremendous faith that we as a nation will continue to progress because of the social justice patriots who valiantly fight every day to make America live up to its promise.

Social justice patriots challenge our present in order to forge a better future for all of us.

Let me give you an example:

The Declaration of Independence contains the aspirational phrase that we are “dedicated to the proposition that all men are created equal.”

But we know that phrase is woefully inadequate to capture our glorious diversity and our society doesn’t always guarantee equality.

Every time we challenge ourselves to broaden the inclusiveness of that phrase,
we are actually engaging in the patriotic act of making America a more perfect union.

And for me, a “more perfect union” means making America a more just society.

I have a deep reverence for NEA members.

You’ve played a huge role in fostering social justice patriotism throughout American history.

Not only have educators instructed each generation about the core principles upon which America was founded, but you have, in many instances, acted as the conscience of the nation we love.

It was educators, through this Association, who sought funds for the education of freed slaves and their children after the Civil War…

who spoke out against the treatment of Native American children in government schools…
who supported a woman’s right to vote.

It was educators, through this Association, who spoke out against the internment of Japanese-American children and their families.

It was educators, through this Association, who demanded equal educational opportunity for children with disabilities.

It was educators, through this Association, who challenged the absurdity that Spanish-speaking children were incapable of learning like other children.

It was educators, through the American Teachers Association, and then the National Education Association, who opposed the segregation of Black children in schools that were inherently unequal.

It was educators, through this Association, who took a stand to support equal treatment for same-sex couples.

We have every right to be proud, both of our Association and of our country.

That doesn’t mean that we’ve always arrived at these proud moments easily as an association.

We wrestled with these issues as an association, and we came down on the right side of history.

Adrienne Rich, an American poet, said:

“A patriot is one who wrestles for the soul of her country as she wrestles for her own being.”

So in thinking about being a social justice patriot, we must not only think about challenging our country to be better, but we must also challenge ourselves as individuals to do better.

Are we fulfilling our American calling to stand up for the rights of others?

Are we doing enough to honor our core values of Democracy, Equal Opportunity, and A Just Society?

I see breathtaking examples of NEA members educating America in order to make a more perfect union.

And we should celebrate them….but we have more to do.

Let’s start with democracy.

Since the 2010 elections, 30 states have passed laws designed to suppress the voting rights of millions of Americans.

THESE LAWS THREATEN OUR DEMOCRACY!

They’re designed to make it more difficult for people of color to vote.

It is estimated that these insidious laws could prevent 3.2 million voters from taking part in the 2012 elections

But friends, there are social justice patriots in our midst.

Jill Sissarelli, a government teacher at New Smyrna Beach High School in Florida, conducts a voter registration project every year as part of teaching her students about the importance of their civic responsibility.

But what Jill didn’t know was that Florida’s new law makes it more difficult to register people to vote.

As a result, Jill faced thousands of dollars in fines just for trying to help her students register….

But Jill persevered to protect her project….and she is a shining example of a social justice patriot.

I am extraordinarily proud that part of our election efforts this year will be to enlist NEA members in the fight against voter suppression…..to help educate Americans about where to vote, the requirements about voting, and the importance of voting.

But we have more to do.

Let’s talk for a moment about equal opportunity.

What we are experiencing now is the serious erosion of the middle class
And worse yet, the war on poverty has turned into a war on poor people!

Today, the average CEO of a Fortune 500 company makes about 600 times more than the average education support professional; back in the mid-1950s it was only about 20 times more.

And in our post-Citizens United world, corporations and the people who run them can afford to buy the politicians they want….

The politicians like Scott Walker and John Kasick and Rick Snyder who will make it easier for their corporate friends to make more money and avoid paying their fair share.

Friends, time and time again I have seen that the only effective answer to organized corporate greed in America is organized labor!

And the “one-percenters” in this country know that – it’s no secret why they’re trying to destroy the labor movement.

To the one percent, organized labor stands between them and their ability to have complete control of our political economy.

But I say we are social justice warriors… fighting to preserve the dignity of all those who work hard, pay their taxes, and simply want to send their kids to college and have a decent retirement.

But, we know that the growing economic inequality in America has touched more than just our own lives.

It is touching our students and their families.

In America today, while the rich grow richer, the number of children living in poverty continues to grow.

Today in America, almost 16 and a half million children now live in poverty.

One of every five children in our classrooms lives in poverty.

What’s even more devastating to hear is that one in 45 children in America experiences homelessness each year.

That’s 1.6 million children who are sleeping in cars…under freeway overpasses…living in tents and abandoned buildings….and getting ready for school in public restrooms.

The one percent doesn’t see these children every day.

They don’t even know their names. But we do.

We know them, we feed them, we teach them, we comfort them.
They’re on our school buses, in our cafeterias, in our classrooms.

They come to school hungry.
They start first grade a year or two behind their middle-class peers.

As educators, you know better than anyone what a toll this takes on children.

You know better than anyone they need individual attention, high expectations, and a ready reserve of emotional support.

They need teachers and education support professionals who will lift them up and be the wind at their backs.

But just last week, Mitt Romney said he wants Americans to “get as much education as they can afford.”

Well sisters and brothers–

If we can afford wars that never end in faraway places,

if we can afford enormous tax breaks for some of our richest corporations,

if we can afford to finance the export of American jobs overseas,

then we can afford to do whatever it takes and spend whatever it costs to ensure every single one of our students receives a quality education!

But there’s another issue related to equality of opportunity that has evoked some very ugly rhetoric – and that’s the issue of immigration.

There are 2.1 million young people now in the United States who came to live here as children with their parents. These young people are prevented from going to college or applying for jobs because of their legal status.

The Dream Act would provide these young people with the opportunity to contribute to the only country they call home.

And yet, the opposition to the Dream Act in Congress is fierce.

But there’s hope, sisters and brothers.

Our courageous President Barack Obama recently signed an Executive Order halting the deportation of hundreds of thousands of “Dreamers.”

Now we all know he’s been vilified for doing so. But it was the right thing to do!

Here again, we have examples within the NEA family of social justice patriotism in the struggle for immigrant rights.

Our members in Arizona and Alabama have fought against discriminatory immigration laws.

NEA members in Tuscon have fought against a ban on ethnic studies so that students have access to a rich curriculum that honors their diverse heritage.

Our members across the country have cared for children who have been separated from their parents due to immigration raids in workplaces.

I am so proud that we support the Dreamers and the DREAM Act.

I am so proud that NEA fights for an immigration policy that doesn’t split up families and doesn’t harm children.

And I’m even prouder of NEA members who will raise their voices,
open their homes, become the equivalent of foster parents to children who have done nothing wrong, but simply attend school here in the United States.

That’s social justice patriotism!

I remember fighting the white supremacist skinheads in Idaho.
They had moved into the Aryan Nation’s compound in Kootenai County.

They bombed my priest’s home.

They attacked my friend, Vicky Keenan–a Native American woman–and her son, Jason.

They bombed our Post Office and the federal building.

We were all scared to death. But we were also outraged. So we fought back. We organized.

I saw people like NEA delegate Joann Harvey and Professor Tony Stewart stand up against this evil, despite all of the threats against them.

I saw other people who had been cowed into silence find their courage and learn to speak out.

Eventually, with the legal help of Morris Dees of the Southern Poverty Law Center, the Aryan Nations’ compound was demolished!

Collective action for social justice can bring about incredible change!

But we also have an individual responsibility to wake up every day and question ourselves, our beliefs, our behavior.

After all, a more perfect union also requires each of us to be better human beings.

When we see injustice or discrimination, we need to confront it and speak out.

But discrimination isn’t just perpetrated by individuals; it’s also systemic.

In New York, for example, between 2006 and 2009, the police stopped and frisked an astounding three million people,

And you guessed it, 90 percent of them were Black or Latino youth.

That’s why I’m proud that NEA is a partner in the NAACP’s new Campaign to End Racial Profiling.

Last month, my daughter Emily and I had the privilege of joining their first demonstration—a silent march down 5th Avenue to protest the New York Police Department’s stop and frisk policy.

We walked with Marian Wright Edelman, longtime leader of the Children’s Defense Fund.

We walked with Ben Jealous, courageous President of the NAACP.

We walked with tens of thousands of others who believe the stop and frisk policy is DANGEROUS to our democracy!

Black, Latino, and Muslim men and boys between the ages of 14 and 26 are being stopped on the streets, thrown up against the wall and frisked, without cause, and some of them were simply trying to go to school.

It’s wrong. It’s unjust. And it’s not just happening in New York City.

When any law-abiding American cannot walk freely on any street or in any community in this country without looking over his shoulder, it means he is not truly free.

Imagine being tormented by the knowledge that his own community views him first as a suspect and not as a neighbor.

It doesn’t matter that he might be a straight A student.
It doesn’t matter that he might volunteer in his community.

To that young man and so many other Americans, we are robbing them of liberty and the pursuit of happiness.

And we as a progressive labor union and a social justice organization have a responsibility to take a stand and say “No More!”

You see, cannot have a truly free America without being a truly just America!

But for us, there are three disturbing questions we need to confront:

Does racial profiling start in our schools?
Does the pipeline to prison for minority youth begin in school?
And if it does, what are we going to do to stop it?

Every year, 3.3 million K-12 students are suspended from school and African American and Latino students represent a disproportionate number of those suspended.

I am incredibly proud to share that as part of our partnership with NAACP, NEA is helping to develop a racial profiling curriculum for educators, students and community leaders.

We must ensure that this topic can be discussed responsibly and constructively in America’s schools, so that we can begin to end this behavior.

We will partner with other organizations to challenge and change zero-tolerance school discipline policies and replace them with what we know works for students and for schools.

Shoving our kids out of schools, shoving them away from the support they need, denying them access to the tools that will equip them for life is the ultimate act of intolerance and condemnation.

And if we don’t do something, we will perpetuate the school to prison pipeline.

Again, I agree with Dr. King. To challenge what we see, to truly wrestle with the difficult and painful, is to demonstrate the ultimate devotion to righting what is wrong.

As a country and as an organization we have always done this.

It was former NEA President Mary Hatwood Futrell who once declared that “NEA is an organization with a soul.”

Well, it’s time now for another generation of NEA leaders and activists to put the power of our soul to work to defend democracy, to fight for equal opportunity, and to create a more just society!

Be the activists for social justice and equal opportunity in America!

NEA, on this 4th of July, we have so much to celebrate!

We are bonded together with a glorious commitment to fight injustice.

We have an unbelievable legacy of contribution to this country.

And I know that every single one of you is as proud as I am to be a part of an organization that strives to make America a more perfect union for every single man, woman, and child.

NEA members,
Keep Standing Strong!
Keep Fighting for Justice!
Keep Fighting for our Students!

We are ALL social justice patriots and we ARE the NEA!

Thank you so much!

Budget Would Create One State Board of Education


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Perhaps the biggest policy proposal in the draft budget is the idea to merge to board of regents, which currently oversees elementary and secondary public schools, and the board of governors, which oversees public higher education, into one board of education.

The nine member board would be appointed by the governor and would employ a chancellor of education whose responsibilities would be “determined by the board of education,” according to Article 4 of the proposed budget bill. The current commissioners of education “shall be subject to the direction and control of the board of education.”

House Finance Committee Chairman Helio Melo said the idea is to “make the education system in the state more efficient and effective.” Because of Rhode Island’s small size, he said, the two current education boards should be able to merge into one sort-of super committee that would oversee all public education in the state.

Melo and others said the proposal is in the nascient stages.

“Is it a plan to combine the staffs of the two [education] organizations, I don’t know,” said Tim Duffy, the executive director of the Rhode Island Assocation of School Committees. “There’s a lot that still needs to be straightened out.”

According to the bill, the change would take place in 2014.

Rep. Frank Ferri, a progressive Democrat from Warwick, said, “I don’t disagree that we need to see if we can make the system more efficient and responsive, but I’m concerned about the time limit. In Vermont and Florida it took five to seven years to create.

Melo said, “I don’t think it will take years but it will take months. It’s going to be  very long process.”

 

 

EG Wants iPads, CF Wants Enough Textbooks


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It’s another sign of the increasing education disparity between Rhode Island’s affluent suburban towns and its economically challenged inner cities: the East Greenwich School Committee is considering getting every student at the high school an iPad, while in Central Falls, Pawtucket and Woonsocket students sometimes share textbooks, taking turns getting to take them home for assignments.

“I don’t disagree with you that there should be a better statewide technology funding program,” said East Greenwich School Committee Chairwoman Deidre Gifford.

Elliot Krieger, a spokesperson for the state Department of Education agreed. In a statement he said, “We are aware that at present not all students have equal access to technology; one goal of the Funding Formula for aid to education is to ensure that all school districts receive adequate funding to educate all students. The formula is phasing in over a ten-year span.”

EG Supt. Victor Mercurio pitched the idea to the school committee last week after a visit to a school district in Burlington, VT that had successfully used iPads as educational tools. “We tried to show the school committee that students would engage more deeply than they would with a book,” Mercurio told me.

The high school, recently named to Newsweek’s list of top 1,000 in the nation, already has about 60 iPads for students to use and the middle school has about 20, Mercurio said.

But in inner-city school districts such as Central Falls, Woonsocket and Pawtucket they still rely on the old-fashioned textbooks. And sometimes there aren’t enough of those to go around.

Central Falls Supt. Fran Gallo said in some instances students from multiple classes will share the same text books. Teachers, she said, will stagger homework assignments so that each class can take the textbooks home at different times during the semester.

“Is that an ideal situation, no,” said Anna Cano Morales, the chairwoman of the board of trustees, the state-appointed school committee for Central Falls. “But … it allows us to be a little more creative in how we teach our students.”

Woonsocket and Pawtucket implement similar textbook-sharing programs, said Stephen Robinson, an education lawyer who represents all three districts as well as Portsmouth and Tiverton.

“I would suggest to you that this is the poster child for why what Commissioner Gist calls the best funding formula in the world is a fraud,” he said. “If it were equitable, every school district could, if not give every students an iPad, at least give them each textbooks.”

While RIDE says it is attempting to remedy such inequities through the new funding formula, Woonsocket and Pawtucket, represented by Robinson, are suing the state. Robinson said ten years is too long to fix the funding formula that RIDE has already said didn’t adequately compensate those and other communities.

“The problem with the funding formula,” said Robinson, “is it’s not fair to the poor urban districts. The reality is Woonsocket does not have fiscal capacity to fund [education].”

Central Falls has not had the fiscal capacity to fund education since the early 1990’s when the state was forced to take over. Meanwhile, in upscale East Greenwich, the school committee is also considering offering Chinese and Arabic classes. Across the Bay in equally affluent Barrington, the school committee there is considering selling slots at its high performing public schools to those who can afford to pay tuition.

While districts like East Greenwich and Barrington, where property taxes can support high quality education, thrive and adapt and even perhaps profit, schools in the inner cities in between the suburbs aren’t making ends meet. Providence has closed schools, and in Central Falls schools are under state control. Woonsocket identified a $10 million deficit in its school budget.

ACLU Questions Legality of Barrington Tuition Idea


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The Barrington School Committee finally has a legal opinion on its idea to allow a small number of out-of-town students to to pay tuition to attend its high-performing public schools. It’s from the RI ACLU.

“The Barrington School Department has no obligation to establish a special program to accept students from out-of-town, but once it does so, it cannot simply declare students with disabilities off-limits,” wrote Steven Brown, the executive director of the local affiliate of the ACLU. “While in some circumstances schools may have some leeway in dealing with special-needs students, such as when significant problems might arise in providing them necessary accommodations, we are not aware of any basis whatsoever for a school to have a policy of automatically and categorically excluding special education students from an enrollment policy. Such blatant discrimination flies in the face of the numerous laws designed to treat such students equally, not segregate or stigmatize them.”

Brown’s letter assumed Barrington would not accept students with special needs, which was the initial idea. But after School Committee President Patrick Guida had a conversation with RIDE officials, he said they would likely accommodate for a percentage of students with special needs so long as they could pay the cost of their education there.

Brown wrote, “I realize that this policy is still a work in progress, but I would appreciate learning the basis behind the decision, however tentative, to exclude special education students.”

The Barrington School Committee will discuss the matter at its meeting on Thursday night.

Barrington Tuition Idea Might Be Discriminatory


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Not so fast, the state Department of Education tells a member of the Barrington School Committee after learning this morning that the district is considering allowing a limited number of students to attend the town’s high-performing schools if they can pay tuition to the public school system.

“They’d be smart to get a legal opinion first,” said Elliott Krieger, a spokesperson for RIDE. “We’re concerned with the equity and access of all students in general.”

Keiger said he first learned of the proposal this morning via an article in the Providence Journal, in which it was reported that Barrington is considering making ten slots available to families willing to pay $12,800, the per pupil cost of educating a child in Barrington, in tuition to attend school there.

Patrick Guida, the chair of the Barrington School Committee as well as the vice chair of the state Board of Regents, said there are potential legal issues to grapple with before the district could put the plan into effect, such as whether the plan would effectively discriminate against students with special needs or even those who couldn’t afford to pay the tuition.

“If there are any legal issues we would cancel the whole thing,” he said, but added: “By virtue of us making this opportunity available, we ought to have some opportunity for discretion.”

One way the school district may accommodate for students with special needs, Guida said, is to offer an additional two slots to students with special needs if a family was willing to for the cost of their child’s education. Special needs students can cost much more to educate than the average student, ranging anywhere from $16,000 to $100,000, Guida said.

The proposal is still very much on the drawing board and the schools have still not gotten a legal opinion from its solicitor, Guida said.

He said he spoke with Krieger about the plan this morning, but has yet to discuss the matter with Deborah Gist, the commissioner of education. Krieger said Gist is out of town and won’t be available until Monday.

“I wouldn’t say I didn’t talk to anyone at RIDE about it,” he said. When asked who he spoke with, he said, “I’m not at liberty to say.”

Tim Duffy, the executive director of the Rhode Island Association of School Committees, said Lincoln is considering a similar proposal and that is not unlike the mayoral academy in Cumberland set up by Mayor Dan McKee, that serves students from Cumberland as well as neighboring towns.

Some  worry that the proposal could start a trend of affluent suburban communities with high performing schools drawing away from less-affluent districts the students whose families can afford to pay the tuition costs, thus exacerbating the divide between education in affluent and poor communities.

“What we need to work towards is ensuring all our students in every community, regardless of their income level or background, have access to a ‘Barrington’ education,” said Maryellen Butke, the executive director of RI-CAN, a group that supports public education reform and school choice. “Those who don’t have the means to move to a high performing community like Barrington or pay the $12,800 in tuition deserve access to a high quality public education as well. RI-CAN supports giving access to great public schools to all Rhode Island kids.”

Child Health Deficiencies Explain RI Education Gap


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It’s often said that Rhode Island doesn’t get good value for its education dollar. The Rhode Island Public Expenditure Council says so every year, and the claim is dutifully repeated on the radio and I’ve heard it at the State House, too.

But is it true?

A while back I was looking at education funding and comparisons between states, and I noticed how thoroughly Rhode Island is outperformed by Massachusetts. Massachusetts, of course, is less urban than our little state, but even when you leave out Cape Cod and the Berkshires, or only look at urban areas, or high-poverty schools, students in Massachusetts schools tend to score higher on the national NAEP tests of academic prowess. (Check it out.)

As far as costs, Massachusetts is slightly below Rhode Island, though not by far. Both states are pretty much in the middle of the pack. Rhode Island has the 24th highest education expenditures per capita (counting public schools, colleges, and libraries) and Massachusetts is 27th, according to RIPEC’s annual compendium of census data. But it is lower and, according to their respective education departments, Massachusetts spent $13,047 per pupil in 2010, and RI spent $15,024.  (These are elementary and secondary education costs, leaving us 8th in the nation and MA 13th.)

So what’s with that? Our higher costs can’t be attributed to unions, since Massachusetts is as unionized as we are, and besides they pay their teachers more, according to the NEA salary survey. So I looked in the results and found… well I found that it’s pretty hard to compare the numbers, since they’re all reported in different categories. I couldn’t help notice that the Massachusetts numbers do not include things like debt service, construction costs, and transportation for non-public students, maybe a quarter or a fifth of the differences in costs.

Fidgeting around with the numbers for a while, you quickly come to a couple of conclusions. First, the differences are more or less along the lines that Massachusetts has fewer teachers per student, but they get more in the way of support services than here, and they appear to spend quite a bit less on administration. Benefit costs might also have something to do with it, but it’s hard to say. Second, it will take an army of accountants to sort the differences out more precisely than that because the categories just do not line up in a way that makes it easy to compare our state with theirs.

The real reason I was even bothering with this is something else entirely. The Kids Count data book came out in April, and I’ve been meaning to write about it since. Let me say before I go on that I will likely be the last writer in America frantically waving the flag of liberal education as the grim waves of business needs wash over my vessel and draw me down to the darkling deep. To me, there is an inestimable value to teaching our children to appreciate the glories of human civilization. After all, that’s how we pass it on, isn’t it?

But stick with me for a moment, and let’s pretend to look at our schools as little factories to manufacture workers while we consider the, ah, raw materials — and how we care for them. And here’s the funny thing. On pretty much every variable of childhood health and well-being, Massachusetts children have a better time of it than ours do.

Lack of health insurance coverage? 3% vs. 6%. Children in poverty? 14% vs. 19%. Infant mortality? 5.1% vs. 5.9%. Immunized two-year-olds? 80.4% vs. 76.7% This is not just a story about our poverty rate or unemployment rate being higher than theirs. Eligible kids who get food stamps? 68% vs. 75%. Children under the poverty line without health insurance? 6% vs. 11%.

Overall, Kids Count calls Massachusetts the third healthiest state to be a kid in, and Rhode Island lags at 17th. Is it conceivable that this has no bearing on the collective school performance of our children?

Of course, what has our actual record been?  Over the last few years, we’ve tightened eligibility rules and raised co-pays for Medicaid, reduced rental subsidies, ended or severely curtailed child care for poor families, and more.  We prioritize the health of rich taxpayers over the health of poor children, and then complain when the poor children don’t do well on standardized tests.  Go figure.

I’m not counseling only doom and gloom here. In fact, our standing in the Kids Count comparisons has made some desultory progress in the last couple of years.  Despite the funding setbacks, some measures are still improving over where we were a couple of decades ago, just much more slowly and unevenly than we could.  When we’re talking about relative performance of one educational system to another, it’s worth considering the factors outside of the classroom.  Spending a bit more time worrying about the health of our children might be as productive as complaining about the cost of our schools.

Update: I edited to make the distinction between education costs clear.

GoLocal’s Creative Use of Statistics in Ed. Rankings

Here’s a math question for you. What’s wrong with this statement from GoLocal’s latest (exclusive!) attack on public education?

Rhode Island spends more per student than most other states, ranking in the top ten nationally, but it’s 32nd in the country for student achievement, according to a GoLocalProv analysis of data for all 50 states… In an effort to fairly measure the effectiveness of education spending, GoLocalProv ranked each state by how much it spends per pupil.

Small wonder that’s an “exclusive.” It’s also an incredibly sophomoric method of comparison and reflects a fundamental lack of understand of statistics. None the less, the corporatization crowd jumped right on it as proof of their foregone conclusions:

“This data highlights the stark reality that although we invest heavily in public education in our state, our performance remains unacceptably low,” said Maryellen Butke, Executive Director of RI-CAN, an education reform group.

She added: “People should be asking how we’re spending that money and how much of it is reaching classrooms.”

Well, she’s half right. People should be asking how we’re spending that money and how much of it is reaching classrooms. Those that do, already know the answer to my initial question about the mathematically challenged GoLocal analysis.

If you’re still not with me, ask yourself this:  How fair is it to make comparisons on spending as if the cost of living doesn’t vary state to state?  One would expect high cost states to have higher per student spending as well. Surely a reputable analysis would attempt to account for that. In fact, of the top ten high cost of living states only California and Hawaii do not also appear in the top ten spenders per pupil… and Hawaii is 11th. What a shock, eh? Turns out you have to pay people more to work in areas where their costs are higher, and schools aren’t magically unaffected by regionally variable expenses like fuel, real estate, etc. The conclusion one would have to draw is that RI spends roughly an average amount per pupil and gets roughly average results. Nothing to crow about, but hardly the crisis these corporate shills would have us believe.

Say I wonder what the average pay is for a journalist in the rural south? I’m guessing there’s “proof” there that Beale is overpaid.

VP Candidate Talks Politics, Race, Music at RIC Friday


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Party for Socialism and LiberationThere is room at every election for new voices – including the ideas of former communists and those of modern-day socialists.  That’s my premise and I’m sticking to it. Well actually, I’m doing more than that this Friday at a panel discussion I’m facilitating at RI College called “Race, Politics and Music: A Look at Rhode 2 Africa and Election Year 2012,” which includes Yari Osorio, the Candidate of Party for Socialism and Liberation.

The panel is part of “Diversity is a Way of L.I.F.E,” which is a statewide conference that happens annually at RIC “to bring together educators, students, artists and community-based activists.”  My session will run on Friday at 4:00 PM in Alger Hall, and Osorio will speak alongside Jim Vincent, President, NAACP Providence Branch and television host of the Jim Vincent Show; Erik Andrade, a spoken word artist and community/youth activist from New Bedford, MA; Talia Whyte, a Boston-based freelance journalist with over ten years experience reporting on social justice, media and technology; and Marco McWilliams, a RI-based educator, activist, lecturer, and published writer (including here on RIFuture.org) who covers the African Diaspora.

The entire conference kicks off at 11:00 AM, and directly following the conference there will be dinner, a poetry open mic, and performances that are part of Bilingual Poetry Festival I organizing at sites across the state.

Below is more information about the panel; updates will also be posted on www.Rhode2Africa.wordpress.com and on Twitter (follow me @rezaclif). Learn more about the conference here on Facebook or register by clicking here.

***

Rhode 2 Africa: Elect the Arts 2012 (R2A 2012), is a documentary and multimedia project being produced with the primary aim of motivating diverse constituencies to vote in November and engage in political conversations at the local, national, and global level.  The project does this through conversations with emerging and established Black musicians, community members and leaders, political experts and scholars, and media professionals – including those involved in or knowledgeable about alternative parties and platforms and underrepresented issues. The exploration of these topics is based on a very simple principle: there is room at every election to hear and examine new voices and ideas, and this year is no different.

Furthermore, as protesters part of Occupy Wall Street, and break-off movements like Women Occupy and Occupy The Hood have demonstrated, citizens across this country have grown tired of never hearing from the variety of voices making up the “99%.” Still, if you pay attention to major news outlets, you would think that the only people engaged and to be targeted for the November elections are the (now) all-white Republican candidates and their party followers. However, one place in which you can hear alternative voices and views on politics is within the music community. Besides being heads of households, tax-payers, insurance-holders, and voters, there are many performers who play at political events, directly and indirectly endorsing candidates; hip hop artists who “rap” about reform and rebellion; and emerging and established artists who’ve performed at The Whitehouse.  R2A Elect the Arts is about sharing the voices of Black and multicultural musicians engaged in this type of work and providing election 2012 coverage and awareness through conversations on race, politics and music.R2A 2012 is currently in-production, but on Friday, April 13 at 4:00 PM, R2A Creator/Producer, Reza Clifton facilitates a panel discussion called “Race, Politics and Music: A Look at Rhode 2 Africa and Election Year 2012.”  In addition to opening the conversation up to the Diversity is a Way of L.I.F.E. statewide conference at Rhode Island College, Clifton will bring in tech/staff to film the discussion and question and answers for inclusion on the documentary.  Attendees who attend and stay for the session are automatically consenting to be recorded and included in the final project.Facilitator:
Reza Clifton, Award-winning writer, multimedia producer and cultural navigator, Creator/Producer of Rhode 2 AfricaConfirmed Panelists:

  • Yari Osorio, Vice Presidential Candidate of the Party for Socialism and Liberation
  • Jim Vincent, President, NAACP Providence Branch and television host
  • Erik Andrade, spoken word artist and community activist from New Bedford, MA
  • Talia Whyte, Boston-based freelance journalist with over ten years experience reporting on social justice, media and technology
  • Marco McWilliams, RI-based educator, activist, lecturer, and published writer who covers the African Diaspora

***

MORE BIOS:

Reza Corinne Clifton is an award-winning writer, producer, digital storyteller and cultural navigator whose work blends and examines music, identity and global consciousness.  She was acknowledged in 2007 and 2009 with Diversity in the Media awards for multimedia projects that she published or launched on her flagship blog, RezaRitesRi.com – including the first Rhode 2 Africa project, which was a four-part interview series and concert series held in Providence. Clifton has also been recognized for written work and direction as health editor a regional women’s magazine and for leadership as a young professional and community organizer in Providence, RI. In 2011 alone, she was named “Most Musical,” a “Trender,” and “Most Soothing Voice” due to her work sharing music and art in the community and on radio – through WRIU and BSR. She remains an active blogger on VenusSings.com, RI Future.org, Rhode2Africa.wordpress.com and on RightHer (a blog from Women’s Fund of Rhode Island) and she sits on the board of Girls Rock! RI, an organization that uses music to empower girls and women in RI.

Yari Osorio is the 2012 vice-presidential candidate of the Party for Socialism and Liberation; he has been a member of the New York City branch of the PSL since 2006.  Born in Cali, Colombia, Osorio immigrated to the United States at age three with his mother and older brother. He is now a U.S. citizen, but grew up undocumented. The harsh anti-immigrant policies in the United States propelled Osorio to become an ardent advocate for social and economic justice, and for equality. Osorio received a BA degree from John Jay CUNY in Forensic Psychology and later became a New York State certified Emergency Medical Technician.  He is an active anti-war and social justice organizer in New York City, and is a volunteer organizer in the anti-war ANSWER Coalition (Act Now to Stop War and End Racism).

Jim Vincent is the President of the the NAACP-Providence, a position he was elected to in December 2010.  Prior to taking on the role of president, Vincent had spent many years serving the organization as Second Vice President, and serving the community in general through his work doing housing and community development in Rhode Island and Massachusetts. In particular, he has worked since March 1998 as the Manager of Constituent Advocacy for Rhode Island Housing, where he provides outreach and technical assistance to underserved communities among other duties.  Vincent has also served on many boards throughout RI that serve the state’s African American, Cape Verdean, and Hispanic communities, and is a former President of the Urban League of Rhode Island.  He may be best known for his role as the Producer and Host of the award winning, Jim Vincent Show .

Erik Andrade is a spoken word artist and community activist from New Bedford, MA who is featured in Rhode 2 Africa: Elect the Arts 2012.  He works with New Bedford youth through People Acting in Community Endeavor (PACE) YouthBuild New Bedford and as co-facilitator of the organization’s Sustainability, Leadership Development and Social Justice Workshops. Andrade is also a founding member of La Soul Renaissance, a local spoken word and hip hop venue which focuses on social justice issues and spirituality, and of the Overflowing Cup Project – an artist circle that works to encourage, recover and inspire creativity through a collective process. Andrade recently ran for the New Bedford School Committee, hoping to bring the voice of at-risk youth to the committee and to issue a call for systematic reform.

Talia Whyte is a freelance journalist who has reported on issues related to social justice, media and technology for over 10 years.  Her work can be found in the Houston Chronicle, The Progressive, theGrio.com, The Boston Globe, MSNBC, PBS, and Al Jazeera, among many other publications and sites.  She is also a leader within Global Wire Associates, a new media consulting firm that promotes innovative communication for advancing social justice.  Whyte is co-author of “Digital Activism Decoded: The New Mechanics of Change.”

Marco McWilliams is a Pan-Africanist intellectual, published writer, and lecturer whose ideas can currently be read at Voxuion.com and RIfuture.org. McWilliams is also an adult literacy instructor for Amos House and English for Action, two organizations based in Providence, RI. As founder of the Providence Africana Reading Collective, McWilliams is known for his rigorous scholarship on social justice and for creating a “progressive learning community dedicated to the interruption of normative narratives of oppression through a critical examination of the emancipatory thought chronicled in the canons of Africana literature.” He will pursue a Ph.D. beginning in 2013.

Budgeting for Disaster: How RI Pays for URI


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Should URI Faculty get a 3 percent raise? Let me tell you a story and you decide.

URI is the big kahuna among the three institutions run by the Board of Governors. It educates about 16,000 students, around 10,000 of whom are from Rhode Island. Researchers there pull in about $80 million each year in research funding, largely from federal sources, like the National Science Foundation and the National Institutes of Health, but also from corporate sources.

There are some important financial issues going on at URI, and none of them are about raises for faculty. One is that state dollars continue to decline in importance to URI’s budget. Twenty years ago, state general revenue funding of $57 million provided about a quarter of the overall budget of $214 million. Today, we provide $75 million for a budget of $705 million, or just a tiny bit more than 10% [B3-46], making URI essentially a private university with a small public subsidy. State contributions over that time grew at an average rate of 1.3 percent per year while the overall budget grew more than four times as fast.

The Governor is proposing to raise the state’s contribution by a little more than $3 million, which is $2 million more than level funding, so that will hike the percentage of the budget contributed by the state a smidge.

But wait, shouldn’t we be concerned about growth of more than 6 percent a year? Why yes, we should. This is a national problem; universities across the country are seeing this kind of cost inflation. Tuitions are pretty much the only thing around that rivals health care costs in the inflation department.

So what is URI spending its money on? Answer: Not professors. To teach more or less the same number of students, URI has almost a hundred fewer professors than it did in 1994. (I’ve used the 1994 personnel budget in this, because they changed the presentation that year and it matches the 2013 presentation better.) In 1994, the “Education and General” part of the budget had 623 professors of the three ranks (full, assistant, and associate), and in 2013, we expect to have 540. The collection of all full professors have seen their pay climb about 2.8% per year over that time.

Looking at the administration shows a different picture. The top couple dozen administrators—the deans, provosts, and vice presidents—have seen their pay go up an average of 4.5 percent per year. There aren’t more people at the top level of administration, but in 1994, there were 65 people with the title of “Director” of something (or assistant director), and in 2013, there are 89. Individually, their salaries didn’t grow quite as fast as all the deans’ and vice-presidents, but because there are so many more of them, they also saw approximately a 4.5 percent average growth rate.

That kind of growth is high, but doesn’t make it to 6%. How about capital projects? In 1994, URI spent $6.4 million on construction and debt service. This year we’re looking at $68 million, and next year it will come down to $59 million. This is a growth rate of 13 percent a year! If you walk around one of the URI campuses, you’ll see lots of new buildings. But few of them are very crowded.

The other huge growth is in the account that provides student aid to cover rising tuition costs. Tuition this year is expected to go up 9.5% as it has for a number of years in the past. Consequently, the aid bill also rises very fast.

So that’s the story: declining aid from the state, declining numbers of professors, increases in administrator pay and numbers, construction of fancy new buildings, and huge increases in tuition. The construction part makes it seem like investment, but all together, does that really sound like an investment in education to you?

There’s another dimension here. By 1995, URI had already lost a tremendous proportion of its state aid budget. In 1989, state dollars covered 58 percent of the budget, but by 1994 it was down to a quarter. This was a crisis. The University (under its new President Robert Carothers) responded by doing a revenue analysis of all the departments, to see which ones made money, and they abandoned most of the programs that didn’t. They stopped admitting students in 47 degree-granting programs, including 16 in science and engineering. From a financial perspective, this seemed to make sense, though it was virtually unprecedented in American university administration.

From an academic perspective, the benefit was hardly as clear. Consider philosophy. URI still teaches some introductory level philosophy courses, so they still need some faculty. So if you love philosophy enough to pursue a doctorate in it, what URI has to offer you is a career of teaching classes to students who don’t really care about it. This immediately makes URI a second choice for anyone in that field. Maybe you don’t care about philosophy, but there were 46 other programs that got the same treatment.  Is that the best way to get good faculty?  How about not giving them money?

Now I learn from a 2010 “Research and Economic Development” presentation to the URI Strategic Budget and Planning Council that over the ten years from 1996 to 2006, URI saw its research funding grow by 29 percent. Over that same time, UNH saw its research funding up by 271 percent, UVM’s went up 162 percent, and UConn saw its funding rise 136 percent. (All larger than the national average of 117 percent.) This was immediately following that downsizing. Do you think maybe this could have been related to a shrunken faculty? Downsized programs?

The presentation was clearly meant to show how worried the University should be about this poor showing. After all, after educating students, research is most of the point of an institution like URI. Research brings in grant funding, research builds prestige, and research is where the real economic benefit of universities comes from.

But not to worry. The folks who put together this presentation had a plan, which was, I gather, put into action. Their plan: Create a new Vice President.

Read previous posts from this series

Providence’s Five Million Dollar Man


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Jeffrey Hernandez, the $5 Million Dollar Man

What do Providence schools need? The school board apparently thinks it’s high priced consultants.

The Providence School Board is taking some heat after they unanimously voted to give a $5 million contract to a consultant to help turn around three low performing schools in Providence.

Jeffrey Hernandez, the CEO of National Academic Education Partners Inc., has been hired to help improve three Providence High Schools but reports indicate that he was highly criticized by teachers and parents for his work in a Florida school district.

School Board President Keith Oliveira is defending the hire. According to Oliveira, Hernandez was hired to implement a curriculum in Florida schools and his role in Providence will be different.

Jeffrey Hernandez, the $5 Million Dollar Man
Image Palm Beach Post

That’s right, teachers, there’s no money for your pension, our school buildings are crumbling, but there’s plenty of money for corporate proponents of high-stakes testing (update below). And “highly criticized” is an understatement. The Palm Beach Post called Hernandez “the most despised person in the Palm Beach County school system.” But, hey, this time will be different!

It’s not clear how a change of role will make a difference. Hernandez was criticized for his “dictatorial” style, “one-size-fits-all” academic initiatives, and “Orwellian control over classrooms”:

The switch to “centralized” control, with Hernandez calling the shots, backfired because Hernandez was unable to gain the respect of most administrators and educators.

School Board members heard reports that Hernandez was condescending and annoyed principals by wasting their time in lengthy meetings where Hernandez refused feedback.

A so-called reformer who won’t listen, eh? Sounds a bit familiar. But more to the point, test zealots like Hernandez are what progressive like me have been warning about, especially for inner city schools (Projo link no longer available).

“At worst, schools have become little more than test-prep factories,” says Robert Schaeffer, executive director of the National Centerfor Fair and Open Testing, a group critical of standardized tests. “Entire curriculums are wrapped around test prep, narrowing the curriculum.”

And, he says, the children who most need a rich education — those who are poor, urban or English language learners — often get little more than “a thin gruel” of test preparation in their classes, a far cry from the intellectually stimulating coursework offered by private schools, which do very little standardized testing.

It remains to be seen what Hernandez will propose for these Providence schools, but his record in Florida of “testing students every three weeks” doesn’t bode well. And given this guy’s record, one can only hope he meets the same opposition here that he met in Florida.

Update:  4/2/2012 Note that because these funds are federal, the question is only of the Hobson’s choice faced by districts with struggling schools of buckets of cash for “testing on steriods” or none. This isn’t an issue directly affecting city budgets.

Department of Education Posts Funny Numbers


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Woonsocket High School (photo courtesy of Woonsocket School District)
Woonsocket High School (photo courtesy of Woonsocket School District)
Woonsocket High School (photo courtesy of Woonsocket School District)

What do you think about our state’s shiny new education funding formula? Neither Woonsocket nor Pawtucket are big fans and they are headed to a court date next month with the RI Department of Education (RIDE) over it.

Using measures that used to be part of the funding formula, these two cities are taxed more heavily than any other city or town in the state, save only Providence and Central Falls.  But RIDE only suggests they raise taxes more instead of counting on state aid.

To great fanfare in 2010, the legislature enacted a new funding formula to dictate how much state money is shared with the state’s cities and towns.  The new funding formula was widely praised for taking the uncertainty out of education funding for the state’s school districts.  There are a couple of problems, though.

The first, and biggest is simply that the funding formula does not provide enough money to the places that need it the most.  The school committees of Woonsocket and Pawtucket have filed a suit against the state over the adequacy of the funding for education.  In a fairly catty reply to press coverage of the suit, RIDE put out a packet of graphs showing that over the past 10 years, Providence tax collections have risen repeatedly while Pawtucket and Woonsocket have not.  RIDE calculated that if Woonsocket and Pawtucket had increased their tax levy by as much as Providence had, Pawtucket would have $2000 per student more to pay for education, and Woonsocket $1240 more.

The clear message: Providence has done what it takes, and raised taxes substantially over the past 15 years and Woonsocket and Pawtucket have not.  What a bunch of slackers, right?  Maybe the supplemental tax under consideration in Woonsocket to fill their budget hole is just catching up for a decade of bad behavior?

Of course the problem with the RIDE data is that Woonsocket and Pawtucket were already heavily taxed 15 years ago.  All this data shows is what the increase in taxes has been.  How heavy are the taxes in those cities?  Has that changed in the last 20 years?

There is a better way to look at this.  A number called “Tax Capacity” measures the relative wealth of cities and towns, and another number called “Tax Effort” measures the amount of that wealth that is actually taxed.  These numbers used to be part of the funding formula — the version that was ignored during the last 15 years — and their definition is in state law (16-7.1-6).  RIDE publishes these numbers on their Infoworks web site, but they use the 2008 data, and several of the values are wrong, possibly typographical errors.  (The errors have been brought to RIDE’s attention, but they have neither defended the numbers nor changed them.)

But with the formula laid out in state law, anyone can calculate tax capacity and tax effort, so here they are, using 2010 and 1990 data, ranked by 2010 tax effort.

Municipality Tax Capacity Tax Effort 1990 Capacity 1990 Effort
Providence 31.99 266.69 52.25 199.42
Central Falls 14.18 227.04 22.56 255.17
Woonsocket 27.95 218.75 46.46 163.61
Pawtucket 32.14 199.99 56.36 134.54
North Providence 57.96 173.82 82.36 109.62
West Warwick 59.25 148.32 76.11 105.27
Cranston 74.85 143.92 98.90 101.32
Johnston 89.71 127.47 98.16 100.01
East Providence 74.46 124.05 94.45 102.59
Warwick 105.71 118.28 114.16 111.69
Glocester 100.74 105.64 100.72 103.42
West Greenwich 136.97 103.69 127.14 98.71
Tiverton 100.89 103.34 119.27 77.35
Hopkinton 102.63 103.34 93.73 88.76
North Smithfield 109.08 102.47 128.73 75.36
Warren 100.79 97.88 87.90 105.25
Foster 118.45 97.65 113.93 106.14
Richmond 105.32 91.88 90.36 103.55
Lincoln 137.63 89.19 129.73 90.57
Coventry 90.97 88.62 86.32 91.72
Smithfield 127.90 87.08 119.00 84.65
Burrillville 84.58 86.34 75.99 95.80
Scituate 144.76 82.21 141.15 70.86
Middletown 155.20 79.26 104.08 83.13
Cumberland 105.12 76.54 111.39 80.11
North Kingstown 162.68 75.52 147.41 79.21
East Greenwich 223.05 72.81 226.97 63.86
Barrington 232.53 70.32 208.23 67.09
Exeter 141.01 67.07 96.87 85.42
South Kingstown 158.75 66.63 123.55 80.64
Bristol 118.14 62.62 95.31 79.72
Newport 195.41 62.52 136.90 91.27
Westerly 223.38 61.82 175.68 62.07
Portsmouth 217.32 57.84 149.34 72.72
Narragansett 257.28 53.30 212.11 60.18
Charlestown 298.42 44.52 247.45 52.99
Jamestown 384.86 43.61 306.80 43.23
New Shoreham 1670.44 22.17 1062.39 35.24
Little Compton 648.51 21.52 346.28 37.87

(The 1990 data is from the 1992 “Annual State Report on Local Government and Finance” put out by what was to become the Office of Municipal Finance.  The 2010 levy data was provided to me by OMA and the assessment data is at muni-info.ri.gov.  I also used census data from 1990 and 2010.)

What you see from this table is that Woonsocket and Pawtucket were already among the most heavily taxed towns in the state in 1990.

These are relative numbers, where 100 is the state average in each column, so you can’t compare the 1990 to the 2010 numbers directly, but you can look at the growth of the indicators behind them.

Between 1990 and 2010, the assessed value of property in Woonsocket, equalized and weighted according to another formula in state law so one town can be compared with another despite differences in assessment calendars and practice (it’s called EWAV, and it includes an adjustment for the town’s median income) rose more slowly in Pawtucket and Woonsocket than in any other municipality in the state, an annual rate of 3.8% for Pawtucket and 3.86% for Woonsocket.  Over those same 20 years, the EWAV values in Providence rose an average of 4.8% each year.  By comparison, Warwick saw growth of 6.3% per year, and Portsmouth saw 9.0%.

Here’s the data (EWAV is in thousands):

Municipality 2010 EWAV 1990 EWAV Growth Rate
Pawtucket $3,013,403 $1,427,388 3.80%
Woonsocket 1,516,559 710,634 3.86
Providence 7,505,015 2927,949 4.81
Central Falls 362,161 138,758 4.91
North Providence 2,449,538 921,354 5.01
East Providence 4,614,434 1,658,822 5.24
West Warwick 2,278,583 776,596 5.52
Cranston 7,927,256 2,622,321 5.68
Warwick 11,513,435 3,399,716 6.28
Tiverton 2,097,388 595,065 6.50
North Smithfield 1,719,858 471,040 6.68
Johnston 3,400,091 908,254 6.82
STATEWIDE 138,666,859 34,979,107 7.12
Glocester 1,293,518 323,974 7.16
Warren 1,409,088 348,860 7.22
Scituate 1,969,910 482,021 7.29
East Greenwich 3,862,957 938,751 7.32
Cumberland 4,640,261 1,127,569 7.32
Burrillville 1,777,974 429,962 7.35
Foster ,718,814 171,410 7.43
Barrington 4,996,527 1,150,455 7.61
Coventry 4,196,466 935,387 7.79
Smithfield 3,610,988 794,954 7.86
North Kingstown 5,676,661 1,222,312 7.98
Middletown 3,302,183 706,047 8.01
Lincoln 3,826,882 816,075 8.03
Newport 6,351,713 1,347,027 8.06
Narragansett 5,378,526 1,108,006 8.21
Hopkinton 1,107,157 224,583 8.30
Bristol 3,572,581 718,532 8.34
Westerly 6,706,033 1,323,097 8.45
Jamestown 2,740,490 534,634 8.51
Charlestown 3,077,225 558,787 8.90
Portsmouth 4,978,614 877,550 9.06
South Kingstown 6,408,042 1,060,821 9.40
Richmond 1,069,497 168,553 9.67
Exeter 1,193,592 184,403 9.78
West Greenwich 1,107,062 154,772 10.33
Little Compton 2,983,453 403,052 10.52
New Shoreham 2,312,906 309,597 10.57

In other words, not only were Pawtucket and Woonsocket among the most heavily taxed communities in the state in 1990, but over the last two decades they had less growth in their capacity to levy taxes than any other town in the state — including Central Falls.  Providence raised more money over the last two decades than either town, but they also saw substantially higher growth in their capacity to do so.

It’s easy to cluck one’s tongue about the slackers in Woonsocket and Pawtucket, but the evidence is that those city governments may have known something about their cities that the data crunchers at RIDE don’t.

 

 

 

Minority Students as Pawns in War on Public Schools


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Earlier this year, the “nonpartisan” (*cough*) Rhode Island Center for Freedom and Prosperity (RICFP) released a report, “Closing the Gap:  How Hispanic Students in Florida Closed the Gap with All Rhode Island Students,” which purported to explain “in some detail why Florida’s reforms, while benefiting all students, have been especially beneficial to disadvantaged students.”

I was immediately intrigued because the claim runs counter to everything I know about the effects of the high-stakes testing, especially on students such those with learning disabilities or students in many predominately minority communities (see “High Stakes Testing: Not So Hot”). What I found though was nothing but a rehash of the standard right-wing talking points framed as “so sensible and obvious” that they needed no explanation, coupled with demagogic appeals to save a poor immigrant girl, hopelessly struggling for a better life. So much for answering the question why. I’d have to look elsewhere.

Consider a typical claim from the report:

  • Florida’s 4th grade Hispanic students scored about two grade levels below Rhode Island’s reading average for all students in 1998 and improved to match RI’s achievement level by 2009.
  • Rhode Island’s 4th grade Hispanic students reading average score is 16 points lower than their peers in Florida, roughly the equivalent of one-and-a-half grade levels worth of progress.

Sounds good, but that’s not a detailed explanation of why. Can high-stakes testing do all that? The answer is all too predictable and conveniently omitted from the statistical analysis of the Rhode Island fringe-right.

Researcher Walter Haney has debunked claims that Florida is closing the racial achievement gap, showing that narrowing of test scores on the National Assessment of Educational Progress (NAEP) appears to be caused primarily by a massive increase in grade retention.

In August, Florida Governor Jeb Bush and New York Mayor Michael Bloomberg coauthored a Washington Post opinion column touting their “successes” in closing race-based achievement gaps. Indeed, according to the 2005 NAEP results, Florida had shown remarkable improvement in 4th-grade results and appeared to have significantly reduced the gap between white and minority students.

Boston College Professor Walter Haney, however, looked at the NAEP scores on which Bush and Bloomberg based their claims and at Florida enrollment numbers. He found a troubling explanation for the apparent improvement: The state has been forcing unprecedented numbers of minority pupils to repeat third grade, on the order of 10 to 12 percent, meaning that fewer low-scoring students enter grade 4 at the normal age.

In a report titled, “Evidence on Education under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap),” Haney wrote, “It turns out that the apparent dramatic gains in grade 4 NAEP math results are simply an indirect reflection of the fact that in 2003-04, Florida started flunking many more students, disproportionately minority students, to repeat grade 3.” Percentages of minority students flunked were two to three times larger than percentages of white children forced to repeat grade 3. Haney says this likely explains the striking decrease in the race-based score gap.

But isn’t “getting tough” the help these kids need? Unfortunately that also is unsupported by evidence, but it does make the stats look good to those not paying too close attention (or to those on the right with a different agenda).

Haney notes that making students repeat a grade based on test scores has been shown by many researchers to be ineffective at improving achievement over the long term (see “Grade Retention,” this issue). It does produce increased scores in the repeated grade, and in some studies it has shown to produce increased scores in the subsequent year or two. This means that students who enter grade four after spending a second year in third grade are likely to score somewhat higher than if they had not repeated grade 3. But within a few years any academic gains disappear, as Chicago researchers documented in that city (see Examiner, Spring-Summer 2004).

Yes, lies, damn lies, and statistics. That’s bad news for the very kids we’re supposed to be trying to help and exactly the type of ethnic cleansing of the public schools warned of by progressive reformers.

One Florida superintendent observed that “when a low-performing child walks into a classroom, instead of being seen as a challenge, or an opportunity for improvement, for the first time since I’ve been in education, teachers are seeing [him or her] as a liability” (Wilgoren, 2000).

Perhaps most interesting are the reforms the report intentionally ignores. The RICFP tries to paint this as a debate between those advocating positive change and those who “defend the status quo of failing schools,” in fact much of the “study” is dedicated to beating that tired drum, but what’s clear is that it’s only specific changes that are considered by the proponents of corporatization. Consider this section:

Florida’s Public Schools Chancellor Michael Grego attributes their success to rigorous standards for all students, teacher training focused on instructing non-English speakers and programs such as dual language classes where English speakers learn Spanish and vice versa.” [emphasis in the original]

Bilingual education for all students?! That’s an idea which might just have some merit, but you won’t find that in this report’s foregone conclusions. Anything not fitting the corporate model is unceremoniously discarded. Never mind that their own report contains this gem:

”The numbers suggest that the persistent gap has more to do with the language barrier among a subset of that group. There are some four million Hispanic students in public schools whose primary language is not English. The NCES report showed an even larger difference between those students, known as English language learners or ELL, and their Hispanic classmates who are proficient in English. For example, in eighth grade reading, the discrepancy between ELL Hispanic students and non-ELL Hispanic students was 39 points, or roughly four whole grade levels.” [emphasis added by RICFP] (Source: Webley, Kayla, “The Achievement Gap: Why Hispanic Students Are Still Behind,” June 23, 2011, TIME, U.S.)

Oddly that quote is preceded by the highlighted comment, “Florida’s success can be attributed to rigorous standards for all students, regardless of race.” Yes it can, but only by ignoring all evidence to the contrary. They later do just that, concluding, “it is long overdue that we step away from pointing to poverty, lack of parental involvement, or language barriers as excuses for lackluster student achievement.”

The report continues along this curiously contradictory path in discussing the question “Do Disabilities Inhibit the Capacity to Achieve?” As a parent of dyslexic children, let me answer this one outright:  as measured by standardized testing, absolutely. Yes, students can improve but that doesn’t change the inherent unfairness in judging them solely on this basis. As the report concludes in the section on student outcomes for children with disabilities, “those who are most poorly served by traditional district schools are most likely to transfer to a better school.” It’s small wonder given the alternative of the thin gruel of glorified test prep. Surprise, surprise! Forcing these kids out of the public schools raises test scores. Problem solved (well, at least if you’re the beneficiary of those public dollars now privatized).

I have to admit that as a parent of dyslexic children their proposal to offer vouchers to special needs children to attend alternative schools has some appeal, especially given the extreme focus on high-stakes testing currently in vogue in RI public schools under Education Commissioner Gist (my daughter attends a school for dyslexic children and my son is likely to attend next year).  This is something perhaps to be considered, although I have reservations that this may be a stalking horse for full privatization efforts at some later date.

In any case, as progressives, we need to do all we can to prevent the mistakes of Florida’s “Lost Decade” from being repeated here in Rhode Island (for more see “NCLB’s Lost Decade for Educational Progress:  What Can We Learn from this Policy Failure?”).

Lawsuit vs. State Could Cut Woonsocket Deficit in Half


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Woonsocket High School (photo courtesy of Woonsocket School District)

Woonsocket High School (photo courtesy of Woonsocket School District)Woonsocket may be taking heat for saying it might have to close schools, but the School District has a mighty strong hand in its negotiations with the state on how to close the budget deficit.

The Department of Education plans to pay Woonsocket $4.3 million in state aid that the cash-strapped city didn’t receive under the previous school funding formula, said Elliot Krieger, a spokesperson with RIDE.

“Woonsocket was one of the underfunded districts,” Krieger said.

Under the new formula, designed in part to re-compensate the money that some districts didn’t receive under the previous formula, the $4.3 million is to be “phased in” over the next seven years, he said.

“It would too much of a shock to the system to do it all in one year,” Krieger said.

But Woonsocket and Pawtucket are suing the state in Superior Court, contending that spreading the payments out over seven years is unfair to them given their fiscal constraints.

“The problem is with the funding formula,” said education lawyer Stephen Robinson, who is bringing the suit against the state. He represents school districts in Portsmouth, Pawtucket, Central Falls and Tiverton. “It’s not fair to the poor urban districts. The reality is Woonsocket does not have fiscal capacity to fund [education].”

While even if Robinson wins the case and Woonsocket gets all the money it is owed it still wouldn’t close the school district’s deficit of $10 million, the city does hold another ace in its hand. In Rhode Island, the state has ultimate responsibility over public education.

“It’s in Article 12 of the state Constitution,” said Tim Duffy, executive director of the Rhode Island Association of School Committees. “The state and federal government have now articulated standards that schools need to meet. In order to meet those standards they need to have funds to meet them.”

Duffy said the state could ask Woonsocket to implement a supplemental tax increase. But given that Governor Chafee said yesterday that state aid cuts to cities and towns disproportionately hurt poor urban communities like Woonsocket, it might not be the way he chooses to handle the matter.

Christine Hunsinger, a spokesperson for Chafee said Rosemary Booth Gallogly is working with Woonsocket Mayor Leo Fontaine and the city council to “better understand what potential options are out there.”

According to Chris Celeste, Woonsocket’s tax assessor, the city has raised property taxes in each of the last three years.In 2008-09, property taxes went up 4.75 percent, which was the maximum increase under state law. In 2009-10, the maximum increase was 4.5 percent and taxes went up “right about that,” he said. In 2010-11, property taxes went up 4.16 percent with the maximum increase being 4.25 percent.

Providence Geeks with StudyEgg – Tonight!

Providence Geeks with StudyEgg 1/18/2012

Wednesday, January 18th, 2011, 5:30 – 8pm
AS220, 115 Empire Street, Providence, RI
FREE (buy your own food and drink – it’s cheap)
RSVP at Facebook

Tonight, Providence based StudyEgg

With educational costs soaring and performance…ummm…not, e-learning is heating up to become what many believe will be a trillion (yes, with a T) dollar worldwide industry. Providence-based StudyEgg is gearing up to take a bite of that apple.

StudyEgg aims to replace 18th century pedagogy with personalized, interactive learning tools – think study guides on steroids.

At the January Geek Dinner, Co-Founder & CEO Josh Silverman – backed up by Co-Founders Jason Urton (CTO) and Bill DeRusha (CMO) – will give an overview of StudyEgg including its short, but interesting history to date (pivots!), and the first public look at its new product (already producing revenue!)


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