Money… Cha Ching… oh Money… has definitely been the hot topic these last few months as the US economy has fallen deep into a hole, bringing the world market down with it. The situation has taken an air of hysteria as the populous waits for a new leader to take power next January, who will subsequently save the US from this fat mess… The number one concern on my mind remains the question of the educational system’s stability after the bailout, and what the candidates’ have in mind in terms of education. In times of trouble, education always seems to get a healthy slap in the face. If anything, a solid and well-rounded education is our countries most reliable hope for the future. I judge my leaders based on their ability to understand that education isn’t just some frilly powder.
Lets break it down. In the last debate Obama clearly defined his desire to significantly raise educational spending next year. Now that the bailout has passed through Congress, the fate of these lofty hopes may have dissipated. Many of Obama’s plans focus on reforming certain educational sectors, such as failing Charter schools. Although this sounds nice, we must wonder where the money will come from.
McCain, on the other hand, hasn’t been as vocal about his plans for education. I was able to find his ideas posted on his website. After three paragraphs of useless jargon (same with Obama’s site), McCain gets to the nitty-gritty explaining that he believes in the local school district deciding it’s own fate. He also believes in a student and parent run school, to better shape the dynamics of the classroom. Once again… all this sounds nice, but really has no real relevance till everyone has an equal opportunity to begin with. Frilly Powder.
Hey everyone! Pay Attention!
http://www.barackobama.com/issues/education/
http://www.johnmccain.com/Informing/issues/19ce50b5-daa8-4795-b92d-92bd0d985bca.htm (McCain does need a new web designer)
Tuesday, October 14, 2008
Drawn Out!
Here it is laid out on the table: The budget situation for Orange County schools stepping through the 2008-2009 year. Most of the schools in the county are sitting pretty, backed by a bustling industry and nourishing residential developments. The OC register pointed out a few districts that have not fared well over the last few years, whose situation only appears grimmer as time moves on. Here is a list of the four hardest hit districts, and exactly what they are facing……I’d like to make one more point considering the contrast in art education quality between Orange County Schools (which is directly proportional to the below cuts). Huntington Beach has the pleasure of furthering their art educational facilities by introducing a video/film program into their schools. A new digital music composition studio is also in the works… I am completely supportive of this initiative, but not ten miles away, districts are struggling to obtain even the simplest creative tools! This has all made me wonder… What is a community? Who draws the borders? Here are a few districts left out:
Capistrano Unified
Potential cuts:$25 million to $30 million, up from a previously announced $15 million to $20 million; district is optimistic that mid-year cuts won't have to be made.
Cuts the past two years: Just over 3 percent cut last year, representing $13 million. Cuts included teacher staffing, district-level and school-level managers, and administrative cuts.
Santa Ana Unified (Hello Again!?)
Potential cuts: Officials were already projecting a $10 million budget deficit for 2008-09 before the governor released his proposal. They have not yet determined how much more that deficit could grow.
Cuts the past two years: The district cut $15 million in 2006-07 and $21 million in 2007-08. The $15 million translates to approximately 3 percent of the general fund while the $21 million equates roughly to 4 percent.
Orange Unified
Potential cuts: The district could be facing cuts to the 2008-09 budget of around 5 percent, or more than $12 million, said Jon Archibald, assistant superintendent of business service. The cuts would likely mean layoffs in a district that already slashed positions at the district level, Archibald said. The district doesn't expect to make any mid-year cuts.
Cuts the past two years: The district has experienced declining enrollment. In the past two years, it cut the budget about 2 percent.
Placentia-Yorba Linda Unified
Potential cuts: The district was already looking to reduce its budget by about $4 million. Those cuts would increase to $6 million to $7 million. District officials are hopeful that no mid-year cuts will be necessary.
Cuts the past two years: The district cut $3.1 million in 2006-07 and $2.3 million in 2007-08.
Capistrano Unified
Potential cuts:$25 million to $30 million, up from a previously announced $15 million to $20 million; district is optimistic that mid-year cuts won't have to be made.
Cuts the past two years: Just over 3 percent cut last year, representing $13 million. Cuts included teacher staffing, district-level and school-level managers, and administrative cuts.
Santa Ana Unified (Hello Again!?)
Potential cuts: Officials were already projecting a $10 million budget deficit for 2008-09 before the governor released his proposal. They have not yet determined how much more that deficit could grow.
Cuts the past two years: The district cut $15 million in 2006-07 and $21 million in 2007-08. The $15 million translates to approximately 3 percent of the general fund while the $21 million equates roughly to 4 percent.
Orange Unified
Potential cuts: The district could be facing cuts to the 2008-09 budget of around 5 percent, or more than $12 million, said Jon Archibald, assistant superintendent of business service. The cuts would likely mean layoffs in a district that already slashed positions at the district level, Archibald said. The district doesn't expect to make any mid-year cuts.
Cuts the past two years: The district has experienced declining enrollment. In the past two years, it cut the budget about 2 percent.
Placentia-Yorba Linda Unified
Potential cuts: The district was already looking to reduce its budget by about $4 million. Those cuts would increase to $6 million to $7 million. District officials are hopeful that no mid-year cuts will be necessary.
Cuts the past two years: The district cut $3.1 million in 2006-07 and $2.3 million in 2007-08.
Monday, October 13, 2008
My Favorite Mom (other than mine of course)
If you search for educational budget crisis news in Orange County, some quality articles show up… but almost no video. I am excited to report an individual, a mother, working in Orange County to broadcast a voice of reason across the community. You Tube isn’t just a place to find fart jokes. Mom4Education is the OC mother’s channel, where you can find a plethora of diverse video clips pertaining to important social issues.
After milling through her videos, I discovered some good footage of a rally at Segerstrom High School in Santa Ana taken earlier this year. Because I am a film student, I must note the interesting camera perspectives, but nonetheless I appreciate that someone cares enough to upload the rally onto the Internet, the most empowering platform of VOICE in our time. If only more people would invest as much as Mom4Edu, we might just have a chance.
Fro more videos check out: http://www.youtube.com/user/mom4education
Changing Colors
In regards to Orange County Schools, one district stands high among the rest for having the poorest budgetary and secondary education statistics. Santa Ana Unified School district is the seventh largest school district in California, and the largest in Orange County. Santa Ana has a student population of 54,00 students, 95 percent of which are Hispanic. The district is the number one port of entry for English language learners in the United States. The district has the largest freestanding deficit, before the already significant budget slice, which has put the quality of education in jeopardy. Due to the number of English learners, the district has had cut funding for art education, among other things, just to guarantee a basic education. In fact, there is almost NO funding for art education in Santa Ana coming from the federal and state government. The majority of the art budget comes from third party sources. Sadly enough, the district is struggling, and expected to initiate another budget cut early next year (mid school year). The drastic situation makes Santa Ana a top priority on this site.
California needs to embrace the changing face of the people in our community and open educational opportunities for all students alike. It is sad to see just a few miles away students garnished with a plethora of educational opportunities.
For the barebones achievement goals for the Santa Ana district visit their website:
http://www.sausd.us/sausd/site/default.asp
The Good Ol’ Switch-a-Roo
Lets take another minute to process the recent statewide educational budget changes initiated last month. Initially, when the 2008-2009 proposed budget surfaced in May, the Governator announced a 4.6 billion drop in educational funding. After about 20,000 teacher pink slips were dished out, the state erupted in a state of anger and hysteria. Teachers and parents were outraged at the blow to education, while big businesses received even grander tax breaks (allowing them to file taxes for pervious years, to help get them with returns and such). While the enacted budget was due in July, it didn’t surface until mid September, more than 85 days late. School systems, whose school year technically starts in the summer, had to postpone any major financial allocations until the proposal went through.
There is some good news. When the final budget was enacted, the 4 billion drop changed to a 1.5 billion dollar raise in educational funding since last year. This in part was initiated by an act that held corporations financially responsible for under-reporting on their taxes (a twenty percent increase).
It may not be what it seems. Some sources note: although the state budget for education increased, other resources won’t be available, which is actually going to decrease the overall funding in California by almost 2 billion. Shucks. After doing some heavy research, I discovered one of the culprits, the California State Lottery. Last year education received 37 percent of the revenue for the lottery, totaling in about 1.1 billion. No longer.
Just taking the lottery situation into consideration, the budget “increase” is taken to zero, not even including inflation, a heavy hitter this year. Let’s just say we’ve been victim to the good old switch-a-roo. Not to mention California is cutting budgets for tons of other educational programs including AIDS/HIV education and school nutrition. Where is the art? Let’s just say it’s a sad day.
For a full budget breakdown check out the awesome PDF available at: http://www.ebudget.ca.gov/Enacted/StateAgencyBudgets/6010/agency.html
There is some good news. When the final budget was enacted, the 4 billion drop changed to a 1.5 billion dollar raise in educational funding since last year. This in part was initiated by an act that held corporations financially responsible for under-reporting on their taxes (a twenty percent increase).
It may not be what it seems. Some sources note: although the state budget for education increased, other resources won’t be available, which is actually going to decrease the overall funding in California by almost 2 billion. Shucks. After doing some heavy research, I discovered one of the culprits, the California State Lottery. Last year education received 37 percent of the revenue for the lottery, totaling in about 1.1 billion. No longer.
Just taking the lottery situation into consideration, the budget “increase” is taken to zero, not even including inflation, a heavy hitter this year. Let’s just say we’ve been victim to the good old switch-a-roo. Not to mention California is cutting budgets for tons of other educational programs including AIDS/HIV education and school nutrition. Where is the art? Let’s just say it’s a sad day.
For a full budget breakdown check out the awesome PDF available at: http://www.ebudget.ca.gov/Enacted/StateAgencyBudgets/6010/agency.html
No Child Left BEHIND
Let’s take a minute to look at the bigger picture implemented with the infamous No Child Left Behind Act (NCLB). Everyone should be familiar with the term, as it’s loosely paraded around Washington every time a question of educational quality arises. For years it remains the ‘hush’ term of the US’s slowly declining educational infrastructure. Although NCLB began as a noble cause (like most legislation), it has slowly skinned the values of a dynamic education.
The program is based on a series of standardized tests relating to reading and math fundamentals. Once a year, students are quarantined into their seats for an epic series of ability tests. The results are subsequently dished out to the government for an evaluation. The school’s entire financial stability rests in the hands of the results. After taking a peek at these results, the legislators decide if the school has met the standards. If not, government intervention occurs which involves a serious faculty and administrative flop, and a charter initiative, which redefines the schools rights and privileges. Generally, this is the last thing a school district desires.
In the case of most fiscally impaired school districts, all educational power is shifted toward meeting the requirements of NCLB. Although NCLB and other educational legislation acknowledge the necessity of a ‘full spectrum’ education, the budgetary needs are insufficient to teach beyond the math and reading standards. In stable and well-funded schools, a broad education helps students learn the problem solving and thinking strategies that are needed to succeed in the US. ‘Problem schools’ are left teaching students how to punch buttons in a calculator and good page turning edicate. Occasionally, a school has to cut the majority of its ancillary educational systems such as art and music, relying solely on outside community funding to maintain even a semblance of creativity. This must be done to ensure the school passes the cold basics.
I agree ‘No Child Left Behind’ has a nice ring to it… but c’mon.
For direct information on NCLB, please visit http://www.ed.gov/nclb/landing.jhtml.
The program is based on a series of standardized tests relating to reading and math fundamentals. Once a year, students are quarantined into their seats for an epic series of ability tests. The results are subsequently dished out to the government for an evaluation. The school’s entire financial stability rests in the hands of the results. After taking a peek at these results, the legislators decide if the school has met the standards. If not, government intervention occurs which involves a serious faculty and administrative flop, and a charter initiative, which redefines the schools rights and privileges. Generally, this is the last thing a school district desires.
In the case of most fiscally impaired school districts, all educational power is shifted toward meeting the requirements of NCLB. Although NCLB and other educational legislation acknowledge the necessity of a ‘full spectrum’ education, the budgetary needs are insufficient to teach beyond the math and reading standards. In stable and well-funded schools, a broad education helps students learn the problem solving and thinking strategies that are needed to succeed in the US. ‘Problem schools’ are left teaching students how to punch buttons in a calculator and good page turning edicate. Occasionally, a school has to cut the majority of its ancillary educational systems such as art and music, relying solely on outside community funding to maintain even a semblance of creativity. This must be done to ensure the school passes the cold basics.
I agree ‘No Child Left Behind’ has a nice ring to it… but c’mon.
For direct information on NCLB, please visit http://www.ed.gov/nclb/landing.jhtml.
Thursday, October 9, 2008
I can’t see myself in the Scantron!
A recent study conducted by the Rand Corporation suggests that art education falls short at the state and district levels, while the national standards continue to push broader levels of education. Too bad the average High School doesn’t provide an adequate amount of time in the day for art education. High stakes standardized testing led by legislation stemming from the “No Child Left Behind Act” has severely reduced the class time for the arts as well as the humanities. Although national standards suggest art education can broaden teaching practices, the actual frequency of such skills is well below the ‘desired’ level.
The Rand Corporation suggests that the lack of adequate art education is beginning to show in the attendance and participation of art events such as theater and classical symphonies. Many believe that schools focus too much on art education physical resources and less on teaching art appreciation. Without such knowledge, the individual is less likely to take on a specialized art due to their misunderstanding of its importance. How can people expect a student listening to the pop sounds of Miley Cyrus to pick up a violin and play Vivaldi? Without a broader understanding of music composition and theory, music appreciation is bound to plummet. This same principle applies to all the arts.
What can we do? There are a few theories that hint at art acceptance and appreciation including: discussion and personal reflection with a piece of art, historical and cultural influences with works of art, and most importantly the ability to diligently create within an art form. Focusing on these practices and levels of understanding can only broaden a students ability to problem solve and learn. Lessons of morality and personal reflection seem to fall off the Scantron page in the cold dry classroom.
The Rand Corporation is a non-profit organization that focuses on researching issues that are affecting our society, anywhere from education to global warming. For more information about the Rand Corporation visit www.rand.org.
The Rand Corporation suggests that the lack of adequate art education is beginning to show in the attendance and participation of art events such as theater and classical symphonies. Many believe that schools focus too much on art education physical resources and less on teaching art appreciation. Without such knowledge, the individual is less likely to take on a specialized art due to their misunderstanding of its importance. How can people expect a student listening to the pop sounds of Miley Cyrus to pick up a violin and play Vivaldi? Without a broader understanding of music composition and theory, music appreciation is bound to plummet. This same principle applies to all the arts.
What can we do? There are a few theories that hint at art acceptance and appreciation including: discussion and personal reflection with a piece of art, historical and cultural influences with works of art, and most importantly the ability to diligently create within an art form. Focusing on these practices and levels of understanding can only broaden a students ability to problem solve and learn. Lessons of morality and personal reflection seem to fall off the Scantron page in the cold dry classroom.
The Rand Corporation is a non-profit organization that focuses on researching issues that are affecting our society, anywhere from education to global warming. For more information about the Rand Corporation visit www.rand.org.
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