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280 CRITICAL ISSUES IN SCHOOL IMPROVEMENT The 2008–2009 fiscal analysis completed by the Colorado Auditor and Legislative Audit Committee, based upon the six categories above showed that of Colorado’s 178 school districts, 43 had one or more warning indicators, based upon state determined negative ratings in the six categories listed above (Fiscal Analysis of Colorado School Districts, 2009). An analysis of these 43 districts identified 28 districts with one warning indicator, 13 districts with two warning indicators, one district had three warning indicators, and one district had four warning indicators (Fiscal Analysis of Colorado School Districts, 2009). Perhaps not surprisingly, the district with three warning indicators was Branson Reorganized District 82 in Las Animas County, which had the lowest per pupil expenditure that year. The 43 districts with warning indicators exhibited a total of 61 indicators among the 6 categories, with most of the warning indicators occurring in the operating margin (OMR) and in changes in the fund balance (CFBR) (Fiscal Analysis of Colorado School Districts, 2009). The changes in the fund balance category shows that the districts with a negative rating in this area were spending down their district reserves. While this could have been intentional in some cases, it was more likely that this was done out of necessity, due to financial stress. As might be anticipated from the smaller discrepancies between the higher and lower spending school districts in Colorado, the 12 th annual Quality Counts study conducted in 2008 showed Colorado with better scores in the areas of its “Wealth Neutrality Score.” Whereas Illinois scored 43 rd out of 50 states, Colorado scored 37 th . When comparing the actual spending needed to bring all students to the median level, Colorado ranked 22 nd compared to Illinois’ 40 th place ranking. DISPARATE FISCAL IMPACT ON LOWER INCOME DISTRICTS It has been confirmed that both Illinois and Colorado have disparate school funding regulations, with Illinois’ system being the less equitable of the two systems. Thus, the normal impact upon students in the districts with a heavier reliance upon state aid is a smaller expenditure upon each pupil than in those districts with a larger tax base (Fritts, 2008). While this situation is unfair in normal economic times, it is exacerbated in times of economic stress. When increases in general state aid are held to minimal levels, or when state aid is reduced, as is now being suggested, the consequences can be dire for poorer districts. While there is and will be a negative impact upon the property-rich school districts, they are more able to survive the economic difficulties which ensue from state financial reductions. Therefore, when districts with little or even moderate reliance upon general state aid are forced to make major reductions, then it can be assumed that the less fortunate school districts are facing major financial stress. The fiscal situation in Illinois has been in a downward spiral for several years. One indicator of this is the growing number of districts in financial trouble as indicated by the previously mentioned financial watch list. In FY09, 29 school districts were on the state’s financial watch list, which is the most severe category. This was an increase of 7 districts over the FY08 total of 22 school districts (Boyan, 2010). In a related indicator, 44% of Illinois school districts were expected to overspend in FY09, compared with 40% in FY08, and 32.5% in FY07 (Boyan, 2010). This shows a clear trend in a negative direction for those school districts, especially since Illinois school districts have been required to operate with balanced budgets, beginning in 2006. A major reason for the deficit spending by some school districts is “…the state owes schools $894.2 million in unpaid bills. That could reach $1 billion by the end of the school year” (Boyan, 2010, p.1). Due to the continuing decline in Illinois’ financial situation, many Illinois public school districts have been forced to make major reductions in their budgets. A number of
The Social Justice Implications of the Deteriorating U.S. Economy on Public Schools 281 press accounts supporting this assertion are cited below. The only feasible way to make reductions of the magnitude currently required is to eliminate administrative positions, teaching positions, and support staff positions. In FY 2008, the typical Illinois public school district spent 66% of its budget on salaries and another 11% on employee benefits, for a total of 78% spent on personnel (Smith, 2008). Therefore, any reductions of any magnitude would require cuts in staffing levels. Many Illinois public school districts made major reductions during the 2008–2009 school year. The pace of such reductions intensified during the 2009- 2010 school year, in preparation for the next school year. Even districts considered to be middle class with good academic achievement have been forced to make major staff reductions. For example, “The Roxana School Board has issued potential layoff notices to 11 of its teachers and may also lay off 17 or 18 non-certified staff members working as teachers’ aides. The board also voted Thursday night to lay off one assistant principal at Roxana Middle School” (Roxana Notifies Teachers of Possible Layoffs, 2010, p.1). In two other school districts located in Madison County, the same county as Roxana, large staff reductions were also implemented. Edwardsville and Bethalto both made cuts. It was reported by one news outlet, “Edwardsville let 25 teachers go, as well as 18 teaching assistants, five parent educators, five custodians, and seven administrators were reassigned” (KTVI News, East St. Louis School District Making Massive Cuts, 2010, p.2). In the same article, it was announced, “Big layoffs are also coming in the Bethalto School District. Despite student and teacher protests, roughly one-in-four teachers, 54, became casualties of those state budget cuts, along with nine support staff and an assistant superintendent (KTVI News, East St. Louis School District Making Massive Cuts, 2010, p.2). While these reductions are likely to have a deleterious impact upon the districts noted, similar reductions have the potential of being devastating to less advantaged districts across the state. For example, East St. Louis School District 189, in St. Clair County, Illinois, was under financial oversight by the Illinois State Board of Education from 1994-2004. After spending years digging itself out of a deficit situation, with the guidance of a state oversight panel, the district is again facing a financial crisis. Fox News 2 reported, “District 189 will slash just over 300 employees through early retirement and layoffs. The pink slips will go to 134 teachers who do not have tenure. Twenty-six other certified staff including some district administrators and social workers will lose their jobs, as will 61 non-certified staff” (KTVI News. Deep Cuts, 2010, p.2). East St. Louis District 189 has an African-American student enrollment of 97.8%, compared with an Illinois average of 19.1% (Illinois State Board of Education, 2010). The low income rate for District 189 is 66.2%, compared with a statewide average of 42.9% (Illinois State Board of Education, 2010). In Illinois, low income students come from families receiving public aid; live in institutions for neglected or delinquent children; are supported in foster homes with public funds; or are eligible for free or reducedprice lunches (Illinois State Board of Education, 2010). In another school district, Venice CUSD 3, previously cited as currently being one of the five Illinois districts under state financial oversight, the situation is easily as bleak as in East St. Louis. Venice has an African-American student population of 91%, compared with the statewide average of 19.1% (Illinois State Board of Education, 2010). However, 92.5% of Venice’s students are listed as low income, compared with the state average of 42.9% (Illinois State Board of Education, 2010). Cairo USD 1, located in Alexander County, Illinois, is another of the five districts currently under state financial oversight. Cairo’s student population is 86.7% African-American and 99.7% of its students are classified as low income. All three of the financially stressed school districts just mentioned are currently struggling with the issue of student academic achievement. Venice, an elementary district, is
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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Special Education Director Burnout
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Superintendent Decision-making and
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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The Effective Practices and Beliefs
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Creating Shared Meaning in High Per
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