برچسب: mostly

  • New Hampshire: Vouchers Are Costly Subsidy for Mostly Affluent Families

    New Hampshire: Vouchers Are Costly Subsidy for Mostly Affluent Families


    Garry Rayno, veteran statehouse reporter for InDepth NH, writes here about the now-familiar voucher scam. Republican legislators claimed that low-income students would use vouchers to transfer to private schools that better met their needs. When New Hampshire removed income limits on families that want vouchers, the voucher program proved to be a subsidy for students who were already enrolled in private schools, mostly religious schools. The program is more costly than predicted, and public schools will see cuts to finance vouchers.

    Rayno has the story:

    Free money is free money so many New Hampshire parents in the last month lined up at the non-public schoolhouse door to grab what they can.

    The parents of the 11,000 students who applied for grants from the newly opened vault in the state treasury are not the ones advocates tout as the beneficiary of the Education Freedom Account program if New Hampshire resembles other state’s experiences when they transitioned to “universal vouchers.”

    In those states like Arizona, Ohio and North Carolina very few students left public schools to take a voucher, almost all of the new enrollees are students currently in religious and private schools or homeschooled as they are here in New Hampshire.

    These are parents who did not qualify when there was a salary cap of 350 percent of the federal poverty level or $74,025 for a family of two and $112,487 for a family of four, because they made too much money.

    Consequently, most of the new Granite State enrollees will have family incomes above $112,487 and if the average grant is similar to what it was last school year, $5,204, the state will be liable for well over $52 million this fiscal year because there are a number of exceptions for the cap that could add 1,000 or more students.

    As has been the history of the program, the number of students and the cost have always been way more than the department’s estimates.

    Lawmakers used estimates from Drew Cline, the State Board of Education Chair and the head of the Josiah Bartlett Center for Public Policy, a Libertarian organization, that were substantially less than 10,000, and they only budgeted $39 million for the first year of the biennium and $47.8 million for the second year when the salary cap will rise to 12,500 or when the cost is likely to be over $65 million.

    For the biennium, the program is likely to be $30 million more than budgeted or more than what was spent last school year for the program.

    The money comes from the Education Trust Fund which also pays for the state adequacy grant to school districts, charter school per-pupil grants (about twice the public school per-pupil grant), special education costs and the school building aid program.

    The fund was expected to be in deficit this year and require an infusion from the general fund to meet its obligations, when general fund revenues are shrinking and not be able to cover the cost.

    You can see where this is headed. The current crop of lawmakers in the majority will say they will have to cut back on state aid to public education just as the state Supreme Court agreed with a superior court ruling in the ConVal case that the state has failed to meet its constitutional obligation to pay for an adequate education for its students.

    The decision did not say the state is obligated to pay for an adequate education for students in religious and private schools or being homeschooled.

    The greatest vendor beneficiaries of the new state obligation according to out-of-date data from the administrator of the EFA program, The Children’s Scholarship Fund NH, are religious schools, followed by private schools and homeschooling parents.

    But the students in those programs are not the ones touted to benefit from the EFA program.

    Even before its beginning, voucher advocates touted the EFA program as an opportunity for low-income parents to find the best educational environment for their students if they do not do well in the public school environment.

    How many of these students actually left public schools since the program began to take EFA grants?

    The Department of Education lists the number of “switchers” for each year and a couple extra years before the program began. 

    The total for the first four years is 1,417 if you remove the two years prior to the start of the program that the department uses to derive its suspect 36 percent figure.

    The agency’s statistics also list the number of students who re-enrolled in public school after the first year and that number is 214, so the actual switchers over the first four years are 1,203.

    The total enrollment over the first four years is 14,192 which would be 8.5 percent and if you just account for the new students every year it would be less than 20 percent of the students that left public school to join the program at the most optimistic.

    More than 80 percent of the students who have enrolled in the program were not in public schools when they were awarded EFA grants that were as high as $8,670 last school year when students received the base per-student aid, as well as differential aid by qualifying for free and reduced lunches and special education services, at the same rates as public schools.

    While students in public schools and the EFA program have to meet the same criteria to receive the differential aid for free and reduced lunches, the students in the EFA seeking special education aid only need a medical professional to say they need the services and not the elaborate process students and parents have to traverse in the public school system.

    The next question is if EFA grants are a determining factor in being able to send your kid to a private or a religious school or is it essentially a subsidy allowing the family to take a trip to Europe or a ski vacation in the Rockies.

    Paying to send your child to the best private schools in the state is not cheap, for example attending St. Paul’s School in Concord costs $76,650 according to the school’s website including room and board, while Phillips Exeter costs $69,537 for boarding students and $54,312 for day students.

    Holderness, Dublin, Kimball Union, and Proctor Academy all cost about $80,000 a year for boarding students, with different rates for day students, and New Hampton costs about $75,000 for boarding students and $45,000 for day students.

    Derryfield, which only takes day students, costs $43,650 a year according to its website.

    Religious schools tuition varies a great deal, but Concord Christian costs $7,600 a year, while Laconia Christian, which received the most in EFA money for the 2021-2022 school year of any private or religious school according to data from the Children’s Scholarship Fund NH, the only year the organization reported vendor receipts, has a sliding rate of $7,536 for Kindergarten to fifth grade, $8,087 for grades six to eight, and $8,570 for high school.

    Trinity High School in Manchester costs $14,832 for the coming school year, while Bishop Brady in Concord charges $15,250 and Bishop Guertin in Nashua charges $17,225 plus $600 in fees, according to the schools’ websites.

    You can see why the religious schools are the prime beneficiary of the free money that is now available to every parent of a school age student in the state.

    If nothing else is done, about $120 million will be spent on the EFA program in the next two school years without much accountability.

    With that kind of tax money flowing mostly to religious schools, the program’s administrator should have to provide a yearly breakdown of where the money is being spent several months after every school year for public consumption.

    The Children’s Scholarship Program NH retains up to 10 percent of the grants as its administrative fee, which would be about $12 million over the biennium, making the organization the biggest beneficiary of the EFA program.

    This organization, with the blessing of former Education Commissioner Frank Edelblut, refused to make program data available to the Legislative Budget Assistant’s Office for a performance audit of the program required by state law. 

    The limited audit is expected to be released by the end of the year.

    When a compliance check was done in-house by the Department of Education after the first two years of the EFA program of 100 applications, 25 percent contained errors that allowed students to enroll when the information provided was inadequate.

    People need to tell their state representatives and senators to make the program more accountable for the millions of dollars of state taxpayers’ money it spends.

    Because if they don’t demand transparency, the current crop of lawmakers will shift more public school costs on to your future property tax bills while blaming the public schools and not themselves for irresponsible spending.

    Garry Rayno may be reached at garry.rayno@yahoo.com.



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  • LAUSD receives mostly ‘B’ grades from district parents, survey reveals

    LAUSD receives mostly ‘B’ grades from district parents, survey reveals


    Los Angeles Unified Superintendent Alberto M. Carvalho, right, with students at Miles Avenue Elementary School in Huntington Park.

    Credit: Twitter / LAUSDSup

    Parents and guardians of students in the Los Angeles Unified School District offer mixed reviews of the nation’s second-largest school district, scoring it low on how it disseminates information and considers parents’ perspectives but generally high on the quality of education their children are receiving. Specifically, less than a quarter give the district an “A,” according to the Family Insights survey, conducted by GPSN and Loyola Marymount University’s Center for Equity for English Learners.  

    The 2023 survey also marks the second year of the district’s four-year strategic plan under Superintendent Alberto Carvalho, who garnered approval from two-thirds of survey respondents. 

    Forty-one percent of parents in the survey give district schools a ‘B’ overall — and 43% give the same grade to their children’s individual campus. 

    “Families generally feel positive about the quality of teaching and instruction in their direct school and their own child’s academic performance, but gave mixed results on the district’s overall performance,” according to the report.

    “Raising up family perspectives on the state of the district and its performance is key this year when we may expect to see progress from the many investments made to address learning loss and other impacts of the pandemic on students.” 

    The Penta Group, an independent research firm, surveyed a random sample of more than 500 district parents and guardians between Aug. 22 and Sept. 14, 2023 — asking them about the district’s progress and what they would like to see LAUSD focus on. 

    The survey sample was representative of Los Angeles families “with students attending district, magnet, pilot, and both affiliated and independent charter public schools, and aligns with key demographic variables of enrollment by grade level, race/ethnicity, school type, English learner status, language spoken in the home, board district enrollment, and family income level.”

    Academics 

    According to the report, parents throughout the district say they are satisfied with their children’s education and would like to see LAUSD invest in more enrichment opportunities and individualized support. However, many do not understand how their child or the district as a whole is performing. 

    Specifically, 82% of parents surveyed say instruction at their children’s school is “good” or “excellent.” 

    Parents’ broader perception of LAUSD’s academic performance, however, paints a different picture. A little more than half of parents think the majority of district students perform at grade level in reading and math. 

    Three-quarters of LAUSD parents surveyed also think their own child is performing at grade level in core subject areas. 

    In reality, however, 41% of students in the district met state standards in English language arts this past year, while 30.5% met state standards in math, according to state standardized test scores. 

    “As a family member, a parent or a guardian, you’re looking for the basic thing: Can my kids read? Can they do math at whatever level you think that’s appropriate?” said Ana Teresa Dahan, GPSN’s managing director. 

    “But … what type of words you’re reading and what your comprehension is really what differentiates having a basic skill versus being at grade level, and I think that’s like a nuance families don’t always understand.” 

    Families that make more than $60,000 are more likely to believe their child is performing adequately, the survey found. In contrast, only 28% of low-income families and 27% of families of English learners have the same confidence in their child performing at grade level. 

    “When you’re sending your kids to your neighborhood public school, there’s a trust that … the school is delivering on getting your kids at grade level,” Dahan said. “Unless someone is telling them that that’s not happening, I think they just inherently are trusting that it’s occurring.” 

    In previous years, the survey revealed a high demand for additional academic support as well as after-school and summer enrichment opportunities. And this year, the number of parents calling for that assistance — including one-on-one tutoring — increased even more.

    Parents “recognize and respect the challenges schools are facing and teachers are facing” in the wake of the Covid-19 pandemic, Dahan said. “You can’t just expect a teacher or the school to solve the entire challenge of what the pandemic brought to students and families and communities.” 

    Fifty-six percent of parents name high-quality tutoring as their top priority for the district as a whole —– marking a 25 percentage point increase over the past two years. Meanwhile, 54% say they want to see LAUSD offer free, widely accessible summer programs. 

    And specifically at their child’s school, 85% of parents — and 93% of English learner families — say they want one-on-one or group tutoring on campus.

    More than half of parents surveyed also voiced strong support for enrichment programs, including arts programs, sports and coding. 

    “We’re also seeing, for students in particular, what those 18 months of isolation did,” Dahan said.

    “Families are recognizing (that) impact (on) their students, whether that means not wanting to go to school or not being happy at home. … They know that straight learning at school isn’t going to bring back the joy, right? So, it’s the enrichment opportunities that do that.”

    Emotional support 

    Additional support for students’ mental health is also a top concern among the parents, with 45% of respondents naming counseling and therapy as their third priority for the district overall. 

    In comparison, 32% of parents made the same request in 2021, and 44% called for the same in 2022. 

    Food assistance 

    For the first time in the survey’s history, 38% of families called for food assistance to be more readily available on their child’s campus. 

    “The district has done a lot in the years (to feed students)” Dahan said. 

    “We know that the people most impacted coming out of the pandemic … continue to be families in low-income households. And, as different government financial support has faded away, I think we’re starting to see the effects of that in LAUSD.” 

    Internet connectivity 

    During the height of the Covid-19 pandemic, LAUSD promised to provide a laptop to every student and provide free internet access to families in need. But now, nearly three-quarters of the families surveyed said they experience a barrier to consistent, quality internet access. That number, however, marks a 10% improvement since 2021. 

    This year, 42% say the cost of internet is a barrier, while 34% said their challenges had more to do with securing a good quality connection. 

    Twenty-six percent, however, attribute their challenges to their geographical area.

    Community involvement and communication 

    Parents also said they feel their input is increasingly insignificant to the district — and that they would like communication from LAUSD to improve, especially concerning academic standards. 

    Specifically, the number of parents who feel their thoughts matter “a great deal in school and district decisions” decreased by 9 percentage points, only accounting for 40% in 2023. That drop was even larger for low-income families, the study found. 

    Meanwhile, most families applaud LAUSD for timely and accessible communications, but more than half also say it “takes a lot of effort” to understand the messages. 

    Forty-eight percent of parents say they want to receive district communications via an app, while 44% said they prefer email. 

    More than half of the parents also say they want more information about academic standards and a better idea about what their child is learning in the classroom. Fifty-two percent also said they want to know whether district students are performing at grade level in the main subject areas. 

    “We want to ensure that families receive accessible and understandable information that aligns with their expectations and needs,” Dahan said. “That’s also going to be a factor not only just accessing programs, but their understanding of where their child is.” 

    A future in LAUSD 

    Despite mixed reviews in various areas, about 90% of families said they would likely keep their children in the district until they graduate from high school. 

    Respondents who said they are “extremely likely” to keep their children enrolled in the district, however, dropped by about 18 percentage points in the past year from 53% to 35%, according to the study. And the number of families who are “not very or not at all likely to stay” in LAUSD has increased from 3% to 8%.

    Forty-two percent of families that voiced an interest in leaving the district — which included disproportionate rates of low-income families, families of English learners and white families — said they would most likely pursue a charter school. 

    Private schools lagged in popularity for those considering leaving the district and would be the first choice of roughly 32% of families, while 28% said they would take their child to a public school in another district altogether. 

    “Whatever perspective families had about communications, or even their policies, the district (and the superintendent) really did rate high,” Dahan said. 

    “Effective leadership plays a pivotal role in driving school improvement and meeting the diversities of our community. I think that is a signal that families think that the district is going in the right direction. It also underscores the importance of sustained leadership support in fulfilling these aspirations of our families and kind of fostering a thriving educational environment.”





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