Tag Archives: Scores

News

Census Bureau confirms DC schools spending $29,409 per pupil

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Andrew J. Coulson of the Cato Institute explains how he got the Census Bureau to revise their numbers.

Excerpt: (links removed)

Four years ago, I wrote an op-ed for the Washington Post revealing that DC spent nearly $25,000 per pupil during the 2007-08 school year. I calculated this figure from the public budget documents of the District of Columbia, which I subsequently summarized and linked on this blog.

No education reporter followed up on my findings, and much lower per pupil figures continue to be reported to this day. My $25,000 figure was even greeted with skepticism by analysts at free market think tanks. One state education policy analyst wrote to say that my figure was “out of line with credible information,” and that I gave my critics “too much ammunition with this clearly questionable set of statistics.”

Indeed, the Census Bureau figures for DC’s total K-12 expenditures were substantially lower than mine. I made a note to track down the discrepancy, but other projects intervened. When I updated my calculation to use DC budget estimates for the 2008-09 school year, I found that District spending had risen to over $28,000 / pupil. The comparable number for that year reported by the Bureau of the Census was just $18,181 (which you get by dividing the total expenditure figure in Table 1 by the enrollment figure in Table 15).

So you can see why most folks were skeptical. Skeptical, but wrong.

Back in March of this year I asked my then research intern to contact the Census Bureau and ask where they got their total spending data. It turns out, they got them from a DCPS official. We presented evidence to the Bureau that that DCPS official had missed a few line items when completing the Census Bureau’s forms—to the tune of about $400 million. The Census Bureau agreed and is in the process of obtaining corrected data for the 2008-09 year. In the meantime, they made sure to ask DC officials to include all relevant items when filling out their forms for the 2009-10 school year. The result: Census Bureau data now show DC spent a total of $29,409 per pupil (obtained by dividing total expenditures in Table 1 by enrollment in Table 15). This is just a bit higher than my calculation for the preceding year.

Kudos to the Census Bureau for taking the initiative and getting DC to accurately report its public school expenditures. Now that education reporters can simply open a Census Bureau .pdf file and divide one number by another, I wonder if any will report what DC really spends per pupil? I suspect that they still will not, continuing to mislead the general public, but I would be delighted to be proven wrong.

Oh, and, BTW, this spending figure is about triple what the DC voucher program spends per pupil—and the voucher students have a much higher graduation rate and perform as well or better academically.

He’s talking about the D.C. Opportunity Scholarship voucher program which Obama dismantled and defunded in order to appease the teacher unions.

According to U.S. News, D.C. students are underperforming:

South Dakota, Nebraska, and Washington, D.C. performed the worst, with some of the worst student test scores and college readiness indexes in the nation.

Keep in mind that D.C. votes 92.5% to 6.5% for Obama in the 2008 election. This is where leftism in education comes from.

We ought to care about this, because the students in Washington D.C. are some of the poorest students in the nation – and they are often minority students. What sort of opportunity to succeed are we giving these children when we allow leftists like Obama to destroy voucher programs that are their only hope?

News

In Los Angeles schools, only 45% of students can read at grade level

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From Investors Business Daily.

Excerpt:

There’s a law in California that requires school districts to take student progress into account when they evaluate teachers. The statute goes back 40 years; language specifically prescribing the use of statewide tests was added to it in 1999.

Until a court ruling last week, this idea of judging teachers by measurable results was pretty much a dead letter. Union opposition saw to that.

But a group of parents and students filed suit to force the Los Angeles city schools to follow the law. School Superintendent John Deasy, though nominally a defendant, was on their side. This was all about pushing the teachers’ union into the 21st Century.

On June 12, Superior Court Judge James Chalfant ruled for the plaintiffs. He noted that the current system of review gave 99.3% of the district’s teachers the highest possible rating in the 2009-10 academic year, when only 45% of students performed at grade level in reading and 56% did so in math. In a bit of judicial understatement, he said this process “provides little meaningful evaluation.”

The reaction of United Teachers Los Angeles to Chalfant’s decision was a teachable moment about union attitudes. A statement from UTLA President Warren Fletcher praised Chalfant for declining to rule on the question of whether a new evaluation system had to be worked out in collective bargaining. In other words, the union still holds out the hope that results-based assessment of teacher performance can be stymied at the negotiating table.

[…]The real dividing line is between those who cling to the old ways — rewarding teachers by seniority, course work and credentials — and those who believe in making teachers accountable for how well their students learn.

The latter group is a rising force. According to a 2011 report from the National Council on Teacher Quality, 24 states required teacher evaluations to have “objective evidence of student learning.”

California was not among those states at the time, but last week’s ruling should push it in that direction. And the more that unions resist such progress, the more they will cement their public reputation as guardians of mediocrity — or worse — in the teaching ranks.

Teacher unions protect underperforming teachers from having to care about what their customers – parents – think of them. You will never get good service when you are forced to pay for public schools through taxes. The only way to make teachers care about children is to put the money back into the parents’ pockets and then let them choose a school that works for them. Then, and only then, will schools serve parents.

News

Dept. of Labor: public school teacher compensation doubles average of private sector

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From CNS News. (H/T Doug Ross)

Excerpt:

Public school teachers receive greater average hourly compensation in wages and benefits than any other group of state and local government workers and receive more than twice as much in average hourly wages and benefits as workers in private industry, according to a new report from the Bureau of Labor Statistics.

Public primary, secondary and special education teachers are paid an average of $56.59 per hour in combined wages and benefits, BLS said in the report released last week.

That is slightly more than twice the $28.24 in average hourly wages and benefits paid to workers in private industry.

In fact, according the BLS, the $28.24 in average hourly wages and benefits that private-industry workers now earn in the United States is less than the overall national average for hourly wages and benefits of $30.11.

That is because the overall national average compensation is dragged upwards from the private-industry average by the much higher wages and benefits paid to state and local government workers—who take in an average of $40.76 per hour, according to BLS.

[…]According to BLS, private school primary, secondary and special ed teachers worked an average of 1,560 hours per year—or an average of 155 hours more than their public school counterparts.

According to the BLS report, private school teachers were not compensated as highly as public school teachers. When private school primary, secondary and special ed teachers were added to the pool with public teachers, average hourly wages and benefits for teachers dropped from $56.59 to $53.87. The report did not publish the disaggregated average compensation for private school teachers alone.

The $56.59 average hourly compensation for an American public primary, secondary and special education teachers includes $39.69 in wages and $16.90 in benefits, BLS reported.

For each hour at work, according to BLS, the average American public school teacher is paid $4.78 in retirement and savings benefits alone.

The average private sector worker, according to BLS, is paid $1.02 per hour in retirement and savings benefits–or less than one-fourth the average hourly retirement and savings benefits paid to public school teachers.

And what do we get for overpaying public school teachers? ECM sent me this article from the Manhattan Insitute.

Excerpt:

If an out-of-control national debt weren’t reason enough to worry about America’s global competitiveness, here’s another. Virtually all education reformers recognize that America’s ability to remain an economic superpower depends to a significant degree on the number and quality of engineers, scientists, and mathematicians graduating from our colleges and universities—scientific innovation has generated as much as half of all U.S. economic growth over the past half-century, on some accounts. But the number of graduates in these fields has declined steadily for the past several decades. A report by the Information Technology and Innovation Foundation concludes that “bachelor’s degrees in engineering granted to Americans peaked in 1985 and are now 23 percent below that level.” Further, according to the National Center for Education Statistics, only 6 percent of U.S. undergraduates currently major in engineering, compared with 12 percent in Europe and Israel and closer to 20 percent in Japan and South Korea. In another recent study, conducted by the Conference Board of Canada, the U.S. scored near the bottom relative to major European countries, Canada, and Japan in the percentage of college graduates obtaining degrees in science, math, computer science, and engineering. It’s likely no coincidence that the World Economic Forum now ranks the U.S. fifth among industrialized countries in global competitiveness, down from first place in 2008.

Making matters worse is mounting evidence that America’s best students—kids we’re counting on to become those engineers, scientists, and mathematicians—have had a drop-off in academic performance over the past decade. A recent Thomas B. Fordham Institute study finds that the country’s highest-performing students in the early grades are losing some of that advantage as they move through elementary school and into high school.

The teacher unions want taxpayers to give them even more money, which no expectations of better performance. And Obama agrees.

Excerpt:

Our president agrees it’s a good idea. Obama took in more teachers’ union campaign funds than any other donor — $50 million in 2008. Not surprising, he touts pay hikes to teachers as his chief economic plan. “How do we pay them more?” he asked last month.

A quick search of the atmosphere around teachers’ salaries on Google News suggests he’s off base.

  • In Sudbury, Mass., teachers are expected to get an 8% annual raise.
  • Polk County, N.J. — in the same state where Gov. Chris Christie had to explain basic economics to an angry, six-figure teacher unwilling to accept a salary freeze — teachers will get step raises.
  • In Alameda County, Calif., unions are demanding the county drain its rainy day fund to pay teachers.
  • In Richmond, Va., Gov. Bob McDonnell has struggled to find an extra $1.6 billion for teachers’ pensions.

Oh yes, and don’t forget that the largest chunk of the stimulus package of 2009 went to “education.”

Yet educational output isn’t improving.

Why throw more money at a costly and unproductive system without demanding better results?

In reality, it’s like pouring public money into bankrupt Solyndra — money straight down the drain.

This is not good. We have to stop falling for the old canard that if you raise taxes to give the Department of Education more money, then it will automatically result in better student performance. It’s a lie.