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Governor’s Education Package 2012
We’ve come a long way to improve education in Louisiana… Louisiana has made significant reform over the last 10 years: Red Tape Waiver Student Based Budgeting pilot Act 54 value‐added teacher evaluations Common Core State Standards and PARCC assessments Student Scholarships for Educational Excellence Charter schools, including two virtual charter schools Louisiana Virtual School 2
But what we’ve done is not enough
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44% of schools are Ds or Fs = 600 of 1,300 schools in Louisiana 71.5% of schools are Cs, Ds, or Fs = 900 of 1,300 schools ⅓—or 235,000 students— statewide are below grade level ½ of students in Baton Rouge, Shreveport, and New Orleans are below grade level
C school
25‐36% of students below grade level
D school
37‐66% of students below grade level
F school
67‐100% of students below grade level
Spending smarter? Between FY08 and December 2012, the total MFP has increased by $304.3 million from $3.12 billion to $3.43 billion, or 9.7%. From FY08 to December 2012, per pupil spending has increased from $4,735 to $5,048, representing a 6.6% increase. If 44% of schools are D or F, and the state pays for roughly 65% of cost of public education, state is wasting $980,985,781 of taxpayer dollars in this fiscal year alone. What if we spent these dollars to educate our children 4 more effectively and efficiently?
What about our A and B schools? If 71.5% of schools are C, D, and F … 28.5% are A or B While 71% of students are proficient in 4th grade reading by Louisiana standards, only 18% are proficient by national standards While 64% of students are proficient in 4th grade math by Louisiana standards, only 23% are proficient by national standards 80 71% 64% Reality: Even our A and B 70 schools can do better. 60
Percentage of Students Proficient
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50 40 30
18%
23%
20 10 0 4th Grade Reading
4th Grade Math
Louisiana test NAEP test
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We can’t wait. Empower Teachers and School Leaders 2. Empower Parents to Choose Better Options 3. Improve Early Childhood Education 1.
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What this package does NOT do
It does NOT make mandates on districts – It gives leaders tools and solutions
It does NOT derail schools/districts that work It does NOT fire teachers automatically – Districts make firing decisions, not the state
It does NOT impose unfunded mandates – Public education spending funds students
It does NOT eliminate tenure – Tenure should be a meaningful reward
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It does NOT cut teacher pay It does NOT penalize teachers for an “off” year It does NOT penalize teachers for teaching low performing students
Empowering Teachers and School Leaders
How do we empower school leaders to get the job done? Fewer state and federal reporting requirements and less paperwork Flexibility over $375 million federal funding Significantly more power to hire and keep the best and brightest Flexibility over personnel related expenditures = ~80% of district budgets A market of operators to help resource our lowest performing students
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What we’ve done so far ACT 54 of 2010 established teacher and leader evaluations
Annual evaluations that provide real‐time feedback based on how MUCH each child learned during the year—the “value added” ‐ Developed by teachers for teachers – ‐ Takes into account where the child starts academically, socioeconomic status, discipline history, special education status, and attendance – ‐ Includes teachers, principals and superintendents – ‐ Levels the playing field
Designations by BESE that help teachers and leaders know how they are doing – ‐ Highly Effective: top 10% of teachers statewide – ‐ Effective: middle 80% of teachers statewide – ‐ Ineffective: bottom 10% of teachers statewide
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Instructions for how to support ineffective rated teachers and leaders – – – –
‐ Required professional development ‐ At least two years of time to improve ‐ After two years, districts must start dismissal proceedings ‐ After three years, teacher/principal/superintendent loses state certification
What’s next Now that we know who are our best teachers we can…
Award teacher and leader certification based on effectiveness – ‐ Ensure Teacher of Year designations based on effectiveness
Ensure personnel decisions take effectiveness into account and empower superintendents to be CEOs – ‐ Hiring, firing, transfers, and school placement
Free up dollars to reward effective educators – ‐ Allow districts to change pay scales to reward performance, account for need such as hard to staff subjects/schools – ‐ Freeze pay of ineffective teachers
Base tenure on effectiveness – ‐ Current tenured teachers stay tenured or return to at‐will status – ‐ Non tenured teachers have to prove effectiveness to earn tenure or remain at‐will employees on annual contracts
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Future for Most Currently Tenured Teachers Keep their tenure Could earn more money Earn recognition for extraordinary performance Get real time feedback through annual evaluations Get more professional development and support Can achieve career advancement without leaving classroom for administration
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Future for Ineffective Teachers
Return to probationary status Receive intensive assistance Have two years to improve Creates pathway to recertification Creates pathway to re‐earning tenure after 5 years rated highly effective NEW 1 year Ineffective rating lose tenure; return to at‐will status
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CURRENT LAW 2 years ineffective rating dismissal proceedings begin
CURRENT LAW 3 years ineffective rating state removes certification
Future for Highly Effective Non Tenured Teachers
Creates pathway for earning tenure as status symbol of excellence Takes into account occasional “off” year Could receive significantly more pay Could take on additional leadership roles Could mentor other teachers Earn tenure after 5 years of highly effective rating
The future—most states are moving towards personnel reform including IN, FL, TN, IL, and MI 15
Empowering Parents and Students
Choices parents and students have today 17
Traditional public schools Local charter schools Two virtual charter schools Louisiana Virtual School Scholarship for Educational Excellence in New Orleans Scholarship program for students with disabilities Dual enrollment for post secondary course credit After school independent business training programs Pay for private school
What’s next… Building on the choices we have so far we can… Prioritize quality of providers over type of providers Fund students not bureaucracy Ensure equal access regardless of income or zip code Expand access in rural parishes Meet individual student needs ‐ Advanced coursework ‐ Foreign languages ‐ Credit recovery ‐ Career and Technical Education (CTE) 18
Choice Based System
Students can choose from a variety of providers – ‐ Expand Scholarship Program for low income students
– ‐ Expand access to virtual courses and dual enrollment – ‐ Empower high performing charter schools and strengthen authorization – ‐ Early Graduation Scholarship for students who graduate early from high school to use at in‐state higher education institutions – ‐ More focus on Career and Tech Ed and STEM subjects
Parents have more levers for change – ‐ Parent trigger (modeled off CA) in low performing schools
– ‐ Rebate for donations to nonprofits that make scholarships to low income students for tuition – ‐ Accountability for superintendents in low performing districts – ‐ Expand local control of charter schools with new local Type I option 19
Funding Choices
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Myth: Funding charter schools, vouchers, virtual education, etc. will take money from public schools. Fact: Public education dollars are to fund STUDENTS not systems. Today, funding is based on enrollment, weighted for student characteristics like at‐risk status and special education status. Dollars go to districts as a block grant and do not necessarily follow the student to the school he or she attends. On average, districts spend $1,529 per student on central office and non‐instructional costs.
Publicly Funded Education is…
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Financial backpack for students where dollars follow the child from provider to provider. When quality and choice matter more than who is teaching the child or in what setting. When all students have equal access to quality choices. All kinds of choices can be publicly funded education. Calling on BESE to catch up the MFP to new world order of a choice based system.
Early Childhood Education
What do we have today?
Disjointed governance – ‐ Various fulltime, part time, and service based programs at DOE, DCFS, and DHH
Isolated funding streams – ‐ $1.4 billion + $150 million for Head Start – ‐ Per pupil funding ranges from ~$2,500‐10,800
Inputs based regulatory structure and different programmatic standards Lack of focus on Kindergarten Readiness No accountability for programs No actionable information for parents or taxpayers
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Federal TANF Funds
Title I Funds IDEA
Governor’s Office
LDOE
State
Literacy: LA4 Grants
District Federal Programs: IDEA, Title I funds NSECD
ARRA, CCDF, TANF, & Other federal Funds
BESE
DCFS
BESE: 8(g) grants
CCAP
Private Child Care Centers As applicable: LA4, 8(g), IDEA, and Title I
Families Head Start
Pre‐K Classrooms
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Steps so far and examples to follow…
Kindergarten Readiness Assessment K‐12 accountability system Clear actionable information for parents about schools in letter grades High quality pre‐K programs like LA4 and NSECD Coordinated Systems of Care restructuring Piloting of “diverse delivery” model
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What’s next… Reducing red tape and aligning standards Accountability for Kindergarten Readiness Incentivizing excellence by paying for quality
Steps for moving forward… Empowering early childhood educators to think through details Make recommendations to BESE Designating one agency to be single point of entry for programs 26
Why does this matter? Louisiana’s highly effective teachers could add $120 billion to the economy over 10 years. Shouldn’t we be recognizing them? Research shows a highly effective teacher can add $20,000 to one student’s lifetime income in just one year…
$20,000 x 20 students = $400,000 one class one year
$400,000 x 6 classes = $2.4 million one teacher one year
$2.4 million x 10 years = $24 million one teacher 10 year career
~50,000 teachers in Louisiana Top 10% of 50,000 teachers = 5,000 teachers 5,000 x $24 million = $120 billion added to the Louisiana economy 27
Why does this matter? Highly Effective teachers can catch students up who are behind. Highly Effective Teacher Grade 8 • 7th Grade reading level Grade 6 • 4th Grade reading level
Grade 10 • 10th Grade Reading Level Back on Track
1 Year Behind 2 Years Behind 3 Years Behind Grade 8 • 5th Grade reading level Ineffective Teacher
4 Years Behind
Grade 10 • 6th Grade reading level 28
Why does this matter? 10 “gold standard” research studies show that choice improves student outcomes Students who choose • More likely to graduate • Improved student achievement • Improved discipline • Lower juvenile crime rates Diverse group of students • System assigns school based on zip code • Different achievement levels • Different social needs • Different student interests
Students who stay where they are
Net Positive Effect On Student Outcomes
As of fall 2011, nearly 80% of students are enrolled in charter schools in New Orleans. 36% Fewer Failing Schools
25% More Students On Grade Level
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Why does this matter?
Birth through college, we can raise student achievement, end cycle of poverty, and create the workforce we need to continue economic growth Highly Effective Teachers move students 1.5 grade levels in 1 year’s time.
1 year of college = $6,000 more per year in income
College Grade 4 Grade 2
• 1st grade reading Kindergarten level • Unable to read
Only 52% of students are entering Kindergarten ready to learn
• 4th grade reading level
Kids who are literate by 3rd grade and enter 4th grade on time are almost 20% more likely to attend college than those who don’t
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Putting it all together This package…
Empowers traditional public schools and leaders by reducing red tape, granting more autonomy, and greater control over dollars to spend more wisely Empowers parents to pick best environment for their child— traditional public, private, charter, virtual, home school or combination Empowers taxpayers by using dollars more effectively and making system more responsive to the consumer (parents and students) Empowers great teachers by rewarding them, giving them pathways to stay in the classroom, providing more support and professional development, and attracting Louisiana’s best and brightest Empowers communities to support and strengthen public education by creating more ways to get involved and more levers to meet regional workforce needs quickly 31