Ed Money Watch

We hear a lot of rhetoric from politicians about how America's future depends on investing in our children. But this rhetoric is not translating into spending realities. A new report from First Focus, "Children's Budget 2008," provides information on federal spending for children's programs. The report slices the data in a number of different ways, but the overall theme is that the federal government is not prioritizing children when it comes to allocating resources.

The report indicates that federal domestic discretionary spending on children in 2008 was only about 10% of all non-defense spending (a 23% decline since 1960). That's a pretty surprising number when you think about it—it means that as a nation we spend only 10 cents of every discretionary dollar on children.

Recent budget decisions have only exacerbated the downward trend. In the last five years, domestic spending on children's programs has decreased by 6.7%. While mandatory spending on children increased by 5.7% in that time period, overall federal spending was increasing at a much faster rate (almost 10%), meaning that other types of spending are outpacing spending on children. Of all the new real non-defense spending in the past five years, only one penny of every dollar has gone toward children's programs.

Lower Priority for Education Funding

Most Americans do not know how much their local school districts are spending on education, according to a new national survey. This isn't a surprise to Ed Money Watch. Poor understanding of education expenditures spurred the creation of our Federal Education Budget Project. But what does surprise us is the size of the misinformation gap: Americans vastly underestimate per-pupil expenditures, by $6,122 on average.

Education Next and the Program on Education Policy and Governance at Harvard conducted a survey in 2007 of a nationally representative sample of 2,000 American adults. They asked the question: "Based on your best guess, what is the average amount of money spent each year for a child in the public schools in your school district?" Then they matched those answers to the actual per-pupil expenditures of the respondents' districts.

Many low-income parents with children in low-performing schools are not taking advantage of free tutoring available to them under No Child Left Behind. Under NCLB's "Supplemental Educational Services" (SES) provision, school districts that fail to meet academic benchmarks for three years must set aside part of their federal Title I grant to provide outside tutoring—but only a fraction of eligible students are using the program.

The Department of Education is trying to figure out how to increase take-up rates for the SES program. As part of a package of new NCLB regulations, the Department proposed this week that districts should be able to use part of their SES funding set-aside to conduct outreach activites to educate parents about the program (this currently isn't allowed). This is a logical, beneficial addition to the SES provision that hopefully will encourage districts to implement more intensive, effective ways to inform parents about SES.

Low Levels of SES Participation...

On Tuesday, the Department of Education unveiled a new set of proposed regulations on No Child Left Behind. The major announcement was details about the new, uniform graduation rate formula that all states will have to use for NCLB accountability purposes going forward. In addition, the Department outlined new requirements for district implementation of the Supplemental Educational Services (SES) provision.

In general, the proposed regulations focus on greater transparency for what's already happening in each state. At a briefing in Washington D.C., U.S. Deputy Secretary of Education Ray Simon said that the Department wants to make sure states and districts can justify what they are doing on assessment and accountability. He also raised concerns that districts are not adequately implementing NCLB's restructuring and SES requirements, and said that the Department wants to detail and reinforce what is already required by the law.

Here's a quick summary of the new proposed regulations, which were published today in the Federal Register and will be open for comment for 90 days:

The Maine legislature passed a school district consolidation plan last week—but in a form dramatically watered down from Governor John Baldacci's original proposals. Maine has one of the most complicated, decentralized school governance systems in the country, and as a result spends far more than the national average on school administration.

By reorganizing the system into larger districts (while also maintaining a degree of local control), the consolidation legislation could lead to a much more efficient system that sends more education funds directly to Maine's classrooms—but only if Maine's school districts agree to participate. Ed Money Watch hopes that local communities will recognize the benefits of consolidation as they decide whether or not to adopt the legislation's reforms.

Maine is an Administrative Mess

Pope Benedict XVI's first visit to the United States is spurring supporters of Catholic schools and the media to highlight the decline of and obstacles facing Catholic schools. Demographic changes, a reduced supply of priests and nuns to serve as teachers, and the aftermath of sex abuse scandals have acted to undermine Catholic schooling in many places. This attention to the crisis in Catholic education has also highlighted a little known fact: federal education programs provide support to educate low-income students not just in public schools, but also in private schools.

When spending federal money, school districts are required to provide equitable services to private school students and teachers. The Elementary and Secondary Education Act—Title IX, Part E, Subpart 1—enshrines this right to equitable services. Ed Money Watch will use the Pope's visit as an opportunity to clarify how federal funds are distributed to and spent on private school students and teachers (not private schools).

Title I Funds for Supplemental Instruction

As the number of schools identified for school improvement, corrective action, and restructuring under the No Child Left Behind Act continues to increase, states are under increasing pressure to improve student performance in these schools. Yet a new report from the Government Accountability Office finds that a little-known funding provision in NCLB is undermining state efforts to turn around low-performing schools.

The 4% Set-Aside vs. the Hold Harmless Provision

Under NCLB, schools that fail to meet state achievement benchmarks—otherwise known as Adequate Yearly Progress or AYP—for two consecutive years enter "school improvement" status. NCLB requires states to set aside four percent of their Title I funds to support school improvement activities—such as professional development, new curriculum, extended learning time, or full-scale restructuring—in these schools.

Last week Secretary of Education Margaret Spellings announced that the Department of Education will begin requiring all states to use the same method to calculate high school graduation rates. NCLB already requires states and high schools to report graduation rates, but it allows states to craft their own formulas to do so. The result: states inevitably found ways to inflate graduation statistics. And the state-by-state patchwork of methods used makes it impossible to compare graduation rates across states.

Spellings' announcement is an important, smart move following years of pressure from education and civil rights organizations to improve graduation rate data. Without comparable, meaningful data to expose low graduation rates, states can continue to ignore the drop-out crisis that is plaguing low-income communities—especially in urban areas—around the country.

But Spellings' announcement also raises some important questions: Do states have in place the data systems they need to calculate new, standardized graduation rates? And, if not, how will they pay for new state data systems? So far, neither Spellings nor news articles covering the new regulations have addressed these issues in any detail.

States and school districts are starting to feel the impact of major funding cuts to the federal Reading First program. Congress cut Reading First funding by 61 percent in fiscal year 2008—the unfortunate result of a serious federal-level management scandal. On the ground, however, the Reading First program is producing results in many schools, and school administrators and teachers have praised it.

President Bush's fiscal year 2009 budget request would return Reading First funding back to $1 billion annually. As school districts scramble to look for other funding sources to keep Reading First programs alive this year, Members of Congress should reassure them by making a commitment to restore funding in the fiscal year 2009 budget. Congress has made its point on the scandal and should end the political games.

Last week, the Chronicle of Higher Education published a database of higher education earmarks for fiscal year 2008. A number of the earmarks are related to K-12 initiatives at colleges and universities, and many of the programs sound valuable and work toward positive goals. Members of Congress are certainly skilled at justifying them. But don't let these justifications sway you—earmarks mean no accountability to taxpayers and no concrete proof of program effectiveness.

The Office of Postsecondary Education routinely receives the most earmarks in the Department of Education, including some for K-12 initiatives such as teacher training programs. The Chronicle database also includes higher education earmarks distributed through the Office of Innovation and Improvement's Fund for the Improvement of Education (FIE), such as grants to support partnerships between colleges and local school systems.