1. Ups & Downs and What’s Up in School Finance Case Conference – July 2011 Tracie Rainey – Colorado School Finance Project Justin Silverstein – Augenblick, Palaich and Associates
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Hinweis der Redaktion
The $744 million are the states cumulative cuts – we realize many districts have had additional cuts other than what has been passed on to them through the school finance act – such as assessed valuation changes, local property tax collections.
What the costing out of CAP4K is and how it is different than costing out work for Lobato Costing out work APA did on educator effectiveness – what and how it was done and how it is different than work done for Lobato.
As reductions have been made by the state the impact to districts vary because of adjustments made in the formula – so if you are a small district and received dollars because of the size adjustment then by this reduction the intent of adjusting for economies of scale are no longer being compensated for. For districts that have had to go to categorical buyouts the additional dollars received for special education or English language learners becomes no additional dollars at all. The variances are from all local dollars supporting school finance to all state – concerns rise regarding thorough and uniform and local control
Lobato – 5 week trial – August 1 Ballot initiative – getting signatures for ballot – 5 year timeout – will not restore dollars only prevent cuts for a couple of years for education
Statutes – why do school districts mills drop and county mills have not? Why is it interpreted that adjustments in mills or rate can only be adjusted downward versus stay the same? Goals – 1994 50/50 split between local and state – every district at 40 mills – some recognition of student differences more focus on district differences. Prior to standards/assessments/accreditation as part of standards movement. Today’s goals – all students a years growth, close achievement gaps, post secondary work force ready
Is act distributing dollars to a district or to a school/site? How prescriptive? Does the act dictate salary/compensation systems? Does it allow for district control? Does the act support education policy and goals or is the act education policy? What is the interpretation of constitutional requirements regarding the education clause? How do you count kids? Are all kids counted the same for funding purposes?