Skip to main content

Don't Be Misled by $778 At-Risk Payments

Governor Snyder recently proposed a $778 increase per economically disadvantaged pupil in Michigan. At first glance, this looks good. Who can argue with an announcement like this:

An increase of $150 million, to a total of $529 million, to ensure that children in difficult financial situations are getting the help they need. All districts and public school academies will now be eligible to receive an additional $778 per pupil to assist at-risk students.

After all, it's money for at-risk students. We instantly assume that the governor is proposing helping our neediest students, which should make us all jump for joy.

And we know from the adequacy study done last year that our poorest students require greater funding (30% more!) to educate if we ever hope to close the achievement gap, not to mention their general recommendation of $8,667 per pupil as a foundation allowance (note that many districts in Michigan still receive far less than this).

But the real problem of inequitable funding still exists under this plan. Districts that didn't receive at-risk funding from the state before can now receive this additional money.

These are mostly districts that are considered "hold harmless." They're districts that had larger foundation allowances prior to the passing of Proposal A. Essentially, their communities are still allowed to levy additional educational mills and thus receive more money per pupil.

Under this plan, Birmingham Public Schools will receive an extra $400,000 for at-risk students. Their foundation allowance is $11,984.

Bloomfield Hills will receive around $360,000. Their foundation allowance is $12,064.

Grosse Pointe will receive $820,000. Their foundation allowance is $9,924.

Compare this to Van Buren Public Schools, where the foundation allowance is $7,667, and Wayne-Westland Community Schools where the foundation allowance is $7,511. While these districts will receive $419,000 and $1.3 million respectively it still doesn't make up for the difference in foundation allowances.

Thus, the wealthier districts continue to get wealthier under the governor's plan, and the funding gap will never close, even if his plan operates under the guise of helping the neediest students.



Comments

Popular posts from this blog

Handwritten Cue Cards in the 21st Century

I just stumbled upon this behind-the-scenes clip of Saturday Night Live's cue card process. This is intense writing. This is writing that is dependent upon trust and checks and balances. Over a short period of time, skits are written, drafted on cards, revised, and the cards revised over and over again. I also really love that SNL continues to use cue cards and not a teleprompter. Like Wally points out, technology can fail. Handwritten cue cards ensure the show goes on. Comedy is hard work. Writing is hard work. Changes are made up until the last minute to get things just right. This is a form of real-world writing.

Six Things to Keep in Mind When Your Class is NaNo-ing

Students recently drafted their reflections about National Novel Writing Month (NaNoWriMo), so I wrote beside them about the lessons that I had learned. Here they are: Limit the other work you give . While you may feel the pressure to have copious assignments in your grade book (there tends to be a sort of teacher shaming if you don't have many assignments in, as if there is a magical number), you have to recognize what is valuable and what is not, especially during the 30-day writing frenzy that NaNoWriMo is. I tried to make every assignment relevant for the month and their novels. Students encountered "daily challenges" (these quickly turned into every-other-day challenges) that focused on many of the necessary elements to good novels: dialogue, story world development, character creation, subplots, etc. Everything was designed so that students could use their work in their novels, and it allowed me to have short glimpses of the types of things they were writing abo

What's your "gap plan"?

Brene Brown introduces the "family gap plan" in the fourth episode of her podcast, Unlocking Us . This came about when she and her husband would argue when she would return home from traveling. It seemed like the minute she walked in, her husband would expect her to be ready for him to "tap out," where she could take over where he had been supporting the family. While she was away from home, this didn't mean that she was full of energy and at 100% the minute she walked in the door. She had been working too and was exhausted. So, over time they began to name where they were at as people and as a family: I'm at 10%. I'm at 30%. They knew they needed a plan for when collectively she and her husband were not at 100%, but they needed to be for their family. Beyond our personal lives, the idea of a "gap plan" got me thinking about our classrooms and schools. What happens when we are not at 100% or we know that our classrooms or students are not