In this episode of WichitaLiberty.TV: Was it “Trump” or “Bernie” that incited a fight, and how does the Wichita Eagle opine? Economic development in Wichita. Blight and property rights. Teachers unions. Explaining capitalism. View below, or click here to view at YouTube. Episode 117, broadcast April 24, 2016.
KNEA says: “Jeff Melcher, the man who has fought to completely eliminate collective bargaining and other rights for teachers continued his war today with his bill intended to end teacher representation.”
The bill simply mandates elections every three years on whether teachers are satisfied with their current representation, which is almost always KNEA or an affiliate. It’s not surprising the union is opposed to this. Accountability, after all.
KNEA says: “Make no mistake, the intent of this bill is to end professional representation for teachers and leave them as at-will indentured labor.”
Indentured labor! Government employees as indentured labor! By whom are teachers indentured? Other government employees (principals and superintendents)? What, do principals and superintendents get masters and doctors degrees in learning how to indenture the teachers that work for them? Why do professionals like these need a labor union to manage their relationship? Who would want to enter a profession where a labor union is needed to protect them from their bosses (or oppressors, as the teachers union would lead us to believe)?
KNEA says: “In a very fundamental way, this war on teachers and schools is about selling off public schools to the highest corporate bidder and making a quality education a privilege not a right.”
Here we see bashing of capitalism. You see, the teachers union believes that education can’t be run by the private sector. Never mind that charter schools and for-profit schools are successful in many areas of the country — but their teachers are not often union members. Second, with school choice programs the state still pays for students to attend private and charter schools. All that changes is parents have the privilege of choice for the children.
KNEA says: “Would force the teachers to pay for state mandated elections.”
No, the union pays for the elections.
Kansas National Education Association, the state’s teachers union, opposes a bill that empowers teachers.
A bill in the Kansas Senate would give teachers an ongoing voice in determining who represents them in their relationship with their employer. The bill is SB 469, titled “Recertification of professional employees’ organizations under the professional negotiations act.” It would require that the Kansas Department of Labor hold an election each year in each school district regarding whether the current representation should continue. These elections, in effect, would be referendums on the teachers union, by the teachers. (Update: The bill has been revised to call for elections every third year.)
As you might imagine, Kansas National Education Association and its affiliates like United Teachers of Wichita are not happy that teachers might have an annual opportunity to judge the union, and in a way that has consequences.
We’ve known for a long time that the purpose of teachers unions is to advance the narrow, parochial interests of teachers instead of Kansas schoolchildren, parents, and taxpayers. Now we see that the leadership of the union is more concerned with the existence of the union and their highly-paid jobs. Who cares what teachers think?
As it turns out, the union believes it knows what teachers think. In a message, the Kansas teachers union writes: “So, in short, anyone who works in our schools — board members, superintendents, administrators, and teachers — all oppose the bill.” I’d like to know how the union knows that everyone opposes the bill. The union might be surprised to learn there are teachers who are opposed to the union. These teachers, as professional employees, might not like working under rules more suited for blue-collar labor. These teachers might not like being paid according to a schedule that pays bad teachers the same as the good. They might not like being associated with an organization that promotes a false assessment of Kansas schools that is harmful to Kansas schoolchildren. These teachers might like to work in a charter school, something that the teachers union fights. There are even more reasons why Kansas schoolteachers might not like being associated with the Kansas National Education Association and its affiliates like United Teachers of Wichita.
A bill requiring teachers unions to stand for retention elections each year would be good for teachers, students, and taxpayers.
The bill is SB 469, titled “Recertification of professional employees’ organizations under the professional negotiations act.” It would require that the Kansas Department of Labor hold an election each year in each school district regarding whether the current representation should continue. These elections, in effect, would be referendums on the teachers union, by the teachers. (Update: The bill has been revised to call for elections every third year.)
That’s a good thing. The teachers union monopoly ought to stand for retention once in a while.
The bill has an estimated cost of $340,000 annually, including the hiring of 4 employees. But this is a situation ideally suited for outsourcing to one of the many companies that can perform this work. It would undoubtedly be less expensive and would not require the hiring of employees to do a job that is seasonal in nature.
Further, the professional employees’ organization (union) that represents each district ought to bear the cost of the elections, if they want to continue representing a district.
How effective has the teachers union been in advocating for teachers? In particular, teachers in the Wichita public school district ought to be wondering about the benefit of its union. The contract for this year did not include a pay increase, although the teachers do get some additional time off as the school year was shortened by two days. (Which makes us ask: Where is the concern by the board or teachers for the welfare of the students?)
As far as performance over time, since 2008 teacher salaries in Wichita rose by 2.6 percent. Salaries for principals rose by 8.1 percent over the same period. Statewide, the increase in teacher pay was 7.7 percent, and for principals, 10.9 percent.
On top of that, the Wichita teachers union takes credit for providing benefits that aren’t really benefits, such as when it promoted that only United Teachers of Wichita members would receive a copy of the employment agreement. In reality, it is a public document that anyone has the right to possess.
There are many reasons why Kansas schoolteachers might be unhappy with their current union representation, including:
Creating an adversarial environment for public schools in Kansas. Instead of cooperating on education matters, the union foments conflict with taxpayers.
Forcing professional employees to work under rules more suited for blue-collar labor.
Working to deny Kansas teachers a choice in representation. 1
Promoting a false assessment of Kansas schools that is harmful to Kansas schoolchildren. 2
Forming a task force to promote a false grassroots impression of support for the teachers union, complete with pre-determined talking points on a secret web page. 3
Encouraging party-switching to vote in primary elections to protect union members’ “professional interests.” 4
Opposing the introduction of a modern retirement system, instead preferring to saddle Kansans with billions of dollars in debt.7
- Weeks, B. (2013). Kansas teachers union: No competition for us. Voice For Liberty in Wichita. Available at: http://wichitaliberty.org/education/kansas-teachers-union-no-competition-for-us/. ↩
- Weeks, B. (2016). Kansas schools and other states. Voice For Liberty in Wichita. Available at: http://wichitaliberty.org/wichita-kansas-schools/kansas-schools-and-other-states/. ↩
- Weeks, B. (2014). Our Kansas grassroots teachers union. Voice For Liberty in Wichita. Available at: http://wichitaliberty.org/wichita-kansas-schools/kansas-grassroots-teachers-union/. ↩
- Weeks, B. (2012). KNEA email a window into teachers union. Voice For Liberty in Wichita. Available at: http://wichitaliberty.org/wichita-kansas-schools/knea-email-window-teachers-union/. ↩
- KNEA – School Funding . (2016). Knea.org. Available at: http://www.knea.org/home/366.htm. Accessed 8 Mar. 2016. ↩
- KNEA – Taxes and Revenue. (2016). Knea.org. Available at: http://www.knea.org/home/368.htm. Accessed 8 Mar. 2016. ↩
- Weeks, B. (2011). KPERS problems must be confronted. Voice For Liberty in Wichita. Available at: http://wichitaliberty.org/kansas-government/kpers-problems-must-be-confronted/. ↩
If Wichita public school teachers seem to be unhappy with their pay, there’s a reason why. The following charts show the average salaries for three classes of employees as well as the change over time. The increase in principal salaries is three times that of teacher salaries.
Citizens may want to keep this in mind when the district says that it is doing everything it can to direct resources into the classroom. Teachers may want to question why they pay dues to United Teachers of Wichita — their union — when they don’t get better representation than this.
To access an interactive visualization of school salaries for all districts in the state, click here.
In this episode of WichitaLiberty.TV: There are worthy goals the Kansas Legislature should tackle, and the need for school choice in Kansas. Episode 107, broadcast January 31, 2016. View below, or click here to view at YouTube.
In a refreshing change, Kansas schools have adopted realistic standards for students, but only after many years of evaluating students using low standards.
For years Kansas schools have used low standards to evaluate students. That is, Kansas was willing to say students are “proficient” at a much lower level of performance than most other states. But now the new Kansas standards are more in line with those of other states, and present a more truthful assessment of Kansas schoolchildren.
This is the finding of the EducationNext report After Common Core, States Set Rigorous Standards. EducationNext is a scholarly journal published by the Hoover Institution and the Harvard Program on Education Policy and Governance at the Harvard Kennedy School that is committed to careful examination of evidence relating to school reform.
The report compares the proportion of students considered “proficient” on the states’ own exam with that of the National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card.” The report explains:
Data from both the NAEP and state tests allow for periodic assessments of the rigor of each state’s proficiency standards. If the percentage of students identified as proficient in any given year is essentially the same for both the NAEP and the state exams, we can infer that the state has established as strict a proficiency standard as that of the NAEP. But if the state identifies a higher percentage of students as proficient than the NAEP, we can conclude that the state has set its proficiency bar lower than that of the NAEP.
From 2003 to 2013 the Kansas standards were weak, earning letter grades ranging from “C” to “D” in the EducationNext reports. In another similar study, the Mapping State Proficiency Standards Onto NAEP Scales series from National Center for Education Statistics, Kansas standards were also found to be low compared to other states. NCES is part of the United States Department of Education and the primary federal entity for collecting and analyzing data related to education. It has not yet examined the 2015 NAEP and state exam scores.
Now, after comparing Kansas state assessments to the 2015 NAEP exam, Kansas earns a grade of “A” from EducationNext for the strength of its standards.
This grade of “A” does not reflect the performance of Kansas schoolchildren on tests. Instead, it means that the state has raised the definition of “proficient” to a higher level. A presentation by Kansas State Department of Education to the Kansas State Board of Education explains the relationship of the new standards to the former:
The Kansas College and Career Ready Standards are more rigorous than the previous Kansas Standards. The Mathematics test is more demanding than even the ACT and taken a year earlier. The assessment is also more demanding than the NAEP assessment. Kansas takes seriously the current issues of college dropout and remediation rates and feels higher standards are necessary to help remedy the problem.
Kansas is not alone in making a change:
The results are striking: The last two years have witnessed the largest jump in state standards since they were established as part of the federal accountability program. Overall, 36 states have strengthened their standards since 2013, while just 5 have loosened them, and 7 have left their standards essentially unchanged. In short, the Common Core consortium has achieved one of its key policy objectives: the raising of state proficiency standards throughout much of the United States.
This is a refreshing change for Kansas. It means that after many years of evaluating students with weak standards and low expectations, Kansas now has reasonable standards.
A joint statement released by Kansas Association of School Boards, United School Administrators of Kansas, Kansas School Superintendents’ Association, and Kansas National Education Association makes claims about Kansas public schools that aren’t factual.
The Kansas public school establishment is proud of Kansas schools. In a joint statement released at the start of this year’s legislative session, satisfaction with schools is evident: “Our Kansas public schools are great. … The results are there. Working with parents and communities, Kansas schools rank in the top ten nationally on every measure on reading and math tests, high school completion and college preparation.”
According to National Center for Education Statistics, Kansas does have a high percentage of students that graduate from high school. But this is the only bright spot for Kansas students. In many other measures Kansas is near the middle of the states, and in some cases much below the middle.
In the recent report Quality Counts by Education Week, Kansas ranked twentieth overall among the states.
For last year’s ACT scores, Kansas ranked twenty-first in composite score. Kansas ranked twentieth in readiness for college in English, and twentieth also for math readiness.
In U.S. News and World Report’s How States Compare in the 2015 Best High Schools Rankings, we find Kansas ranked forty-fifth among the states, with 1.3 percent of its high schools earning a gold or silver medal. There were no gold medals; only silver.
The National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card,” reveals the unfortunate weakness in Kansas schools. NAEP is a test that is the same in all jurisdictions. Consider fourth grade math, looking at the percent of students who score “proficient” or better. For all students, Kansas ranks twenty-second, a little above the middle. But when we look at subgroups, something else appears. For black students Kansas ranks thirty-eighth, for Hispanic students the rank is thirty-fourth, and for white students the rank is twenty-ninth. Similar patterns exist for math and reading in grades four and eight. The highest Kansas ranks in any subgroup is fifteenth for grade eight math for Hispanic students. (Click here for a pdf version of these rankings. An interactive visualization of these scores is here.)
When comparing Kansas NAEP scores to the national average, using appropriate subgroups, we find that often Kansas underperforms the national average. The reason for this anomaly is Simpson’s Paradox, in which aggregated data hides differences between subgroups. Given that white students across the nation score higher than black or Hispanic students, and that Kansas has a high proportion of white students compared to the nation and many states, Simpson’s Paradox makes Kansas NAEP scores — only when considering all students — appear high. But if you are a parent with young black children learning to read, would you rather be in Kansas (thirty-seventh in reading for black students, grade four), Louisiana (twenty-fifth), or Colorado (third)?
It’s unfortunate that Kansas does not rank better in all these measures. What’s worse is the insistence that Kansas schoolchildren are doing well. Notwithstanding this evidence, after listing all the ways Kansas schools and teachers work to make school great, the joint statement says “This is how the Kansas school system operates. We are good at.”
But it isn’t good for Kansas schoolchildren to be in a system that does not recognize the truth.
A joint statement released by Kansas Association of School Boards, United School Administrators of Kansas, Kansas School Superintendents’ Association, and Kansas National Education Association exposes the attitudes of the Kansas public school establishment.
In a joint statement by the leaders of the Kansas public school establishment the clear theme is that education must be provided by public schools. Not schools in general, but public schools.
There’s no reason that education must be provided by government, and many reasons to keep government out of education. Across the spectrum of human activity, government provides services at high cost, with low levels of diversity and innovation, and with low accountability. School choice programs allow parents and children to find alternative non-governmental sources of education (although charter schools are public schools).
Defenders of public schools over school choice programs note that parents do have choice. Parents can, they say, enroll their children in private schools. But these parents still must pay for the public schools, which severely reduces their ability to pay private school tuition. That isn’t much choice. And for parents in poor neighborhoods, such as Wichita’s zip code 67214 where the median family income is $29,637, there isn’t much money available for private school tuition, or to move their households to suburban school districts. The latter is a form of school choice available to middle-class and wealthy parents that isn’t available to low-income families.
Across the country 393,467 students participate in school choice programs, in this case defined as vouchers, tax credit scholarships, or education savings accounts. 1 There are around 49 million students in public schools. So for every one student in these school choice programs, 125 students remain in public schools.
Despite the small number of students enrolled in school choice programs, the anti-choice establishment vigorously fights against any school choice program, even the small Kansas tax credit scholarship program. Kansas State Department of Education reports that since the beginning of the scholarship program, there have been 73 students awarded scholarships which totaled $108,384. 2
Seventy-three students. $108,384. The public school establishment describes this as a grave threat, something that drains public schools of funds. For a bit of context, there are executives of Kansas Association of School Boards and Kansas National Education Association that earn more than $108,384 per year. These executives earn these salaries, in part, by blocking the type of school choice programs that benefit children living in Wichita’s zip code 67214 with its median family income of $29,637.
Why is the public school establishment so firmly against school choice? Private schools don’t pay dues to the Kansas Association of School Boards. Teachers not in traditional public schools are not members of Kansas National Education Association, the teachers union. Without this revenue, it might be difficult to pay the high salaries of KASB and KNEA executives and staff.
But there’s more. The ideological bent of these groups is for more government, more taxes, more government spending, and more governmental control over the people of Kansas. Consider this sentence from the joint statement: “Now, we turn our attention this week to the Statehouse in Topeka where the Legislature is gathering to consider how to provide for the people of Kansas.” (emphasis added)
In a nutshell, there is the paternalistic governing philosophy of our state’s public school establishment: Government provides for us.
- Edchoice.org, (2016). Available at: http://www.edchoice.org/wp-content/uploads/2016/01/2016-ABCs-WEB.pdf Accessed 26 Jan. 2016. ↩
- Ksde.org, (2016). Available at: http://www.ksde.org/Portals/0/School%20Finance/Action%20Items/Leglislative%20Report%20January%202016%20%20TCLISSP.pdf Accessed 26 Jan. 2016. ↩
Kansas non-profit executives work to deny low-income families the school choice opportunities that executive salaries can afford.
Can afford to send their children to any school.
Kansas National Education Association Political Action Committee
Executives and annual salaries 2
Karen Godfrey, President $98,234
Claudette Johns, Executive Director $125,052
Kevin Riemann, Associate Executive Director $123,143
David Schnauer, General Counsel $114,886
Marjorie Blaufuss, Staff Counsel $116,731
Mark Desetti, Director of Governmental Relations $115,106
Anthony White, Uniserv Director $112,605
Burle Neely, Uniserv Director $111,199
Can afford to send their children to any school.
All the above lobby vigorously against any form of school choice.
Can this family afford school choice?
As in years past, a survey finds that when Kansans are asked questions about the level of school spending, few have the correct information. From Kansas Policy Institute.
Survey Finds Kansans Misled on School Spending
December 14, 2015 — Wichita — Kansas Policy Institute released a new Survey USA Poll of 509 registered voters in Kansas showing a significant disconnect between voters’ perception of Kansas school spending and true expenditures.
The survey found 47% of Kansans believe per-pupil funding has dropped more than 5% in the last 5 years. Another 15% believe it has dropped less than 5%. In fact, school funding has increased by 6.4%. Only 7% of those surveyed believe there have been such increases.
“The narrative coming out of school districts is intentionally misleading,” said Kansas Policy Institute President Dave Trabert. “District officials aided by their government funded lobbyists are telling parents and students that because they didn’t receive increases as big as they want, they are being ‘cut’. This is patently false.”
Citizens have also been misled about actual funding amounts. The survey found 61% of Kansans believe per-pupil funding from the state is less than $5,000 when in reality, it was $8,567 last year; 61% also believe total funding is less than $10,000, while actual funding was $13,124 per pupil. Less than 10% of Kansans identified true funding levels. “Knowing the extent to which school districts have misled Kansans, it’s no wonder that so many are upset about school funding,” said KPI President Dave Trabert.
However, when voters are faced with the factual data of per pupil spending and cash reserve balances, a majority reject the idea of paying more taxes to fund schools, 50% somewhat or strongly disagree to 41% somewhat or strongly agree.
“Every Kansan wants to do what is best for their child’s education. Unfortunately, too many Kansans haven’t been trusted with the complete truth and won’t have the opportunity to make sure their children are in the best possible situation to succeed,” said KPI Vice President and Policy Director James Franko.
The survey also found that 66% agree, somewhat or strongly, that spending on out-of-the-classroom expenses should be provided on a more efficient, regional basis to divert savings back into classroom spending. only 21% are somewhat or strongly opposed.Support for this common-sense concept extends across all geographic and ideological boundaries, yet local school boards remain fiercely opposed.
“Kansans need to know the truth about record-setting school funding”, said Dave Trabert. “Only through an informed citizenry can we create sound economic policy and improve education outcomes for our students.”
The survey was of 509 registered voters with a 4.4% margin of error. Full results of the survey can be viewed here.
Part of the difficulty in understanding and debating school spending in Kansas is the starting point, that is, the lack of factual information. From 2012, a look at a survey that revealed the level of knowledge of school spending by Kansans.
When asked about the level of spending on public schools in Kansas, citizens are generally uninformed or misinformed. They also incorrectly thought that spending has declined in recent years.
In a press release, KPI president Dave Trabert said “As Kansans consider how to deal with the potential fallout from another school lawsuit, pressure to expand Medicaid, ballooning pension deficits and concerns about rising property taxes, we wanted to check again to see how perceptions of the facts influences opinions. Good information is essential to informed opinions and it is clear that when given the facts, Kansans offer much different responses than what is typically reported from overly-simplistic public surveys.”
Here’s the first question of the survey, asking about Kansas state spending on schools: “How much state funding do you think Kansas school districts currently receive per pupil each year from JUST the state of Kansas? Less than $4,000 per pupil? Between $4,000 and $5,000? Between $5,000 and $6,000? Or more than $6,000 per pupil?”
The correct answer is the last category, according to Kansas State Department of Education. State spending on Kansas schools, on a per-pupil basis, is $6,984 for the most recent school year. That’s total state-funded spending of $3,184,163,559 divided by 456,000.50 full time equivalent students. 13 percent of survey respondents chose the correct category. 44 percent thought the correct answer was less than $4,000.
An audit finds that a handful of Kansas teachers have accumulated KPERS service credits while working for teachers unions.
Should Kansas schoolteachers who take time off to work for teachers unions accumulate state pension benefits credits at the same time? An audit from Kansas Legislative Division of Post Audit finds this has been happening. The audit is titled “KPERS: Evaluating Controls to Detect and Prevent Fraud and Abuse.” The full audit report is here, and highlights are here.
In summary, the audit found this: There were teachers who weren’t teaching, but who were working for an “education association.” Each school district reported the teachers as still working for the school district. Therefore, the non-teachers accumulated pension credits that will increase their benefits after retirement.
The report notes that “KNEA and its local affiliates are advocacy organizations for educators and are not KPERS-covered employers.” (In case you didn’t know, the “education associations” mentioned above are teachers unions.) It also states this practice has been going on for many years.
The report observes: “Second, if that [giving non-school district employees KPERS credit] were happening, the state (rather than the schools) would bear the cost of the additional employer contributions. That is because the state has historically paid the school districts’ share of the KPERS obligation.” This hints at the source of the problem: Someone else was paying. School districts don’t pay for KPERS. Instead, the state does. That, of course, means the state’s taxpayers pay. Recent reforms in the way KPERS is treated may help change this.
The trend in Kansas public school employment and teacher/pupil ratios may surprise you, given the narrative presented by public schools.
“More students, but fewer teachers — Since 2009, Kansas schools have gained more than 19,000 students but have 665 fewer teachers.” (Quality at Risk: Impact of Education Cuts, Kansas Center for Economic Growth)
“Class sizes have increased, teachers and staff members have been laid off.” (What’s the Matter With Kansas’ Schools?, New York Times)
This is typical of the sentiment in Kansas — that there are fewer teachers since Sam Brownback became governor, and that class sizes have exploded.
Below is a chart of data from Kansas State Department of Education. This data shows that for the past four years employment is rising, both for teachers and certified employees. Also, the ratio of these employees to students is falling, meaning fewer pupils per employee.
Class size is not the same as pupil-teacher ratio. But if there are proportionally more teachers than students, we have to wonder why class sizes are growing. What are the teachers doing?
The story is not the same in each school district. I’ve created an interactive visualization that lets you examine the employment levels and ratios in individual Kansas school districts. Click here to open the visualization in a new window.
If the Kansas public school establishment wants to present an accurate assessment of Kansas schools, it should start with its presentation of NAEP scores.
Kansas public school leaders are proud of Kansas schools, partly because of scores on the National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card.” Kansas ranks high among the states on this test. It’s important, however, to examine the results from a few different angles to make sure we understand the entire situation.
I’ve gathered scores from the 2013 administration of the test, which is the most recent data available. I present data in an interactive visualization that you may use through the links at the end of this article. The most widely available NAEP data is for two subjects: reading and math, and for two grades, fourth and eighth. In the nearby images captured from the visualizations, I present data for Kansas and the average for national public schools. I’ve also added Texas and Florida, as schools in those states have sometimes been mentioned in comparisons to Kansas. The numbers in the charts are the percent of students that score at or above proficient.
Considering all students, Kansas has the best scores for all combinations of grade levels and subjects, except for one.
When we compare black students only, we find Kansas outperformed by Texas in all cases. National public schools beat Kansas in one case, and tie in another.
Looking at Hispanic students only, Florida beats Kansas in three cases and ties in one. In some cases the difference is large.
Looking at white students only, Texas outperforms Kansas in all cases. National public schools score higher than Kansas in three of four cases.
Another way to look at test scores is to group students by eligibility for free or reduced school lunches. This is a widely used surrogate for family income. In this analysis Kansas performs better in comparison to other states, but Kansas is not always the best.
These visualizations are interactive, meaning that you may adjust parameters yourself. For the visualization grouping students by ethnicity, click here. For the visualization grouping students by school lunch eligibility, click here.
Based on votes made in the Kansas Senate, the advertising claims of Sedgwick County Commission candidate Carolyn McGinn don’t match her record.
But voting records don’t match these claims.
Several voting scorecards in recent years show Senator McGinn ranking low in terms of voting for economic freedom issues. These issues generally concern taxation, wasteful spending, and unnecessary regulation. In recent years, a freedom index has been produced by Kansas Policy Institute. In 2012 the Kansas Economic Freedom Index was a joint product of Americans for Prosperity-Kansas, Kansas Policy Institute, and myself. In 2010 I produced an index by myself. All tabulations show McGinn rarely voting in favor of economic freedom.
In the 2014 formulation, McGinn scored 25.8 percent. Four senators (Kansas has 40 senators) had lower scores. Some Wichita-area legislators that had higher scores than McGinn include Senator Oletha Faust-Goudeau and Representatives Ponka-We Victors, Gail Finney, Jim Ward, Tom Sawyer, and Brandon Whipple. All these are Democrats, by the way, and they voted more in favor of economic freedom than did Carolyn McGinn.
In 2013, McGinn scored 40 percent. Eight senators had lower scores.
In 2012 the scores were calculated in a different manner. McGinn scored -6, with 16 senators scoring lower.
There was no index for 2011.
In 2010, on an index that I produced, McGinn scored seven percent. Three other senators had the same score, and one had a lower score.
At a recent forum, McGinn criticized the concept of a vote index, telling the audience: “The economic freedom index, I just find that interesting. Because it’s based on amendments after we’re out of session, so you can pick and choose what you want for who.”
She’s right, in a way. I don’t know what she meant by “amendments,” but the organizations that construct voting scorecards choose votes that they believe distinguish candidates along some axis. Usually the votes are chosen after they’re made, although sometimes organizations “key vote” an issue. That means they alert legislators in advance of a vote that the vote will be included on their scorecard.
There are organizations that are in favor of more spending, less accountability, and fewer choices for Kansas parents and schoolchildren. They produce scorecards, too. In particular, Kansas Association of School Boards found that McGinn never voted against their position from 2009 to 2012. Kansas National Education Association, while not making a scorecard public, recommended that its members vote for McGinn.
There’s a range of opinion, that’s for sure.
Republicans concede bill would let teachers be fired without cause (Wichita Eagle)
“Statehouse Republicans are having to abandon a key talking point in their effort to defuse teacher anger over an anti-tenure bill the Legislature passed a week ago, conceding the bill would allow school districts to fire veteran teachers without having to give a reason why. If Gov. Sam Brownback signs the bill into law, teachers would essentially be at-will employees of their school districts and able to challenge termination only if they allege the firing violates their constitutional rights.” Click here to read.
Kansas bill renews debate about how easy it should be to fire teachers (Kansas City Star)
There is a diversity of opinion, much conflicting, it seems: “It’s not too damn hard to fire a teacher,” said Marcus Baltzell, the director of communications for the Kansas National Education Association. “It’s just that the teacher has a redress of due process, a hearing officer, (a chance to say) ‘Here’s my take. Here’s what we’ve done to address the area of concern, and I believe this is unfair.'” … “Lawmakers who backed the change — it becomes law if Gov. Sam Brownback signs it — argued that dumping dead weight from the faculty has become harder than it ought to be.” … “I don’t like tenure. I never have,” said Rep. Ward Cassidy, a Republican from northwest Kansas who worked as a high school principal for 20 years. “Good principals have a whole lot of other things to do besides going through all you need to fire a teacher.” Click here to read.
In Wichita, Brownback neither praises nor criticizes measure stripping K-12 teacher tenure rights (Wichita Eagle)
“… most questions he was asked after his short talk concerned a provision to strip veteran K-12 teachers of tenure rights in the recently passed public school financing bill, which he said he has not decided whether to sign. And while he didn’t criticize that provision, he didn’t endorse it either.” Click here to read.
In Kansas, education is all about money and politics for UMEEA (Kansas Policy Institute)
“Media reaction to the school finance legislation has been pretty predictable. It focuses almost exclusively on institutions and ignores the impact on students. As usual, it’s all about money and politics. Unions, media and their allies in the education establishment (UMEEA) oppose tax credit scholarships for low income students. They rail against taxpayer money going to private schools and how that might mean a little less money for public institutions but ignore the very real purpose and need for the program. (FYI, the scholarship program is capped at $10 million; schools are expected to spend almost $6 billion this year.) Achievement gaps for low income students are large and getting worse, despite the fact that At Risk funding intended to improve outcomes increased seven-fold over the last eight years. So predictably, a program to give an alternative to low income students in the 99 lowest-performing schools is attacked by UMEEA as being unfair to institutions. Media and their establishment friends don’t even make a token mention of the serious achievement problem. It’s all about money and politics.” Click here to read.
Far-Right Kansas Legislature Sells Out Kansas Schools (Kansas Democratic Party)
“But none of these stories could compete with what the Kansas Legislature did to Kansas public schools. Under the cover of night and with virtually no debate or hearings, the Kansas Legislature forced through an education “reform” bill that stripped teachers of due process rights, passed out even more tax breaks to corporations, and potentially widened the disparity between rich schools and poor schools. School districts say new school finance bill will widen disparities.” Click here to read.
Opinion: Public education under attack (Lawrence Journal-World)
“The inclusion of these so-called “policy” provisions in the school finance bill passed by the Legislature are a mistake and will actually harm the very schools that the Kansas Supreme Court sought to assist. This is just one more step in the Legislature’s assault on public K-12 education in Kansas.” Click here to read.
Teachers are sacrificial lambs in school finance (Iola Register via High Plains Daily Leader and Southwest Daily Times)
A confused editorial. The writer says that teachers are held accountable to, among others, school administrators, but usually it is claimed that teachers need defense from this accountability. “The defense of tenure is at its best when you consider a teacher is accountable to hundreds of ‘bosses’ — parents and school boards as well as administrators.” Click here to read.
Selling education (Hutchinson News)
“Two elements of the bill are particularly troubling. One creates a $10 million-a-year corporate welfare program in support of private education. It allows large companies to enjoy a 70-percent credit against their state tax liability if they offer scholarships to at-risk students who move to private schools. This has nothing at all to do with public education equity; rather it creates a mechanism to damage the finance structure for public schools. The second concerning component redefines “teacher” as a way to eliminate due process protections. And the concept of teacher tenure is a myth. The current due process for teachers simply ensures a written termination notice and the right to challenge the decision through review by a hearing officer. In fact the Kansas Association of School Boards reported that the state sees about 10 due process claims each year – hardly a number that indicates a systemic problem that requires legislative action. The measure is little more than a way to break the teachers’ union and silence those teachers who honestly educate and advocate for their students.” Click here to read.
Richard Crowson: We Need Some Education (KMUW)
“And that guy who was smiling and joking with me in the checkout line at the grocery last Saturday? He lit a firebomb, taped a tax credit for private school supporters on it, and flung it through the window of a first grade classroom in the wee hours of Sunday morning.” Click here to read.
Rep. Rooker ‘heartsick’ over results of education finance bill (Prairie Village Post)
Small steps towards Kansas education reform are “immoral” and make this representative “heartsick.” Click here to read.
Shame, says Wichita Eagle editorial board (Voice for Liberty)
The Wichita Eagle editorial board, under the byline of Rhonda Holman, issued a stern rebuke to the Kansas Legislature for its passage of HB 2506 over the weekend. Click here to read.
From Kansas Policy Institute.
Education is all about money and politics for UMEEA
By Dave Trabert
Media reaction to the school finance legislation has been pretty predictable. It focuses almost exclusively on institutions and ignores the impact on students. As usual, it’s all about money and politics.
Unions, media and their allies in the education establishment (UMEEA) oppose tax credit scholarships for low income students. They rail against taxpayer money going to private schools and how that might mean a little less money for public institutions but ignore the very real purpose and need for the program. (FYI, the scholarship program is capped at $10 million; schools are expected to spend almost $6 billion this year.)
Achievement gaps for low income students are large and getting worse, despite the fact that At Risk funding intended to improve outcomes increased seven-fold over the last eight years. So predictably, a program to give an alternative to low income students in the 99 lowest-performing schools is attacked by UMEEA as being unfair to institutions. Media and their establishment friends don’t even make a token mention of the serious achievement problem. It’s all about money and politics.
An ugly, inconvenient truth about low income achievement gaps emerges when the data is honestly examined. We compiled and published the information in our2014 Public Education Fact Book, available on our web site. For example, only 45 percent of 4th grade low income students can read grade-appropriate material with full comprehension on the state assessment, versus 74 percent of those who are not low income. State assessment data also shows that 57 percent of low income students in private accredited Kansas schools can read grade-appropriate material with full comprehension. Tax credit scholarships offer a lifeline to low income students who want to try something else.
And before the attacks on the validity of the data begin, know that Education Commissioner Diane DeBacker and I participated in a discussion on the topic before the House and Senate Education committees recently; she could have objected or corrected me when I presented this KSDE achievement data. She did not. Instead, she said low income achievement gaps are large and getting worse. Even the education establishment agrees that having effective teachers in classrooms is probably the most important element of improving outcomes, but of course money and politics take priority over students, so UMEEA attacks efforts to make it easier and faster to remove ineffective teachers. After all, the adults in the system are a higher priority than students.
And don’t forget to throw in some clichés … efforts to help students are “ideological” but prioritizing institutional demands is “progressive” and “pragmatic.” UMEEA likes to pretend that “just spend more” and promoting institutional demands are not ideological positions.
Media is also spreading institutional notions that increasing the Local Option Budget (LOB) ceiling from 31 percent to 33 percent will create inequities among school districts, even though legislators just agreed to fully equalize the LOB. If school districts really believed that higher ceilings create inequity, they would be calling for the ceiling to be reduced. One must wonder if the real issue is that districts don’t want to, or can’t, justify the need for higher property taxes to local voters.
UMEEA will continue to attack legislators for combining policy reforms with the commitment to increase spending for equalization, but the simple reality is that that may have been the only real chance to get these student-focused initiatives passed. In that regard, spending more money finally made a difference for students.
In this episode of WichitaLiberty.TV: The Kansas Supreme Court handed down its ruling in Gannon v. Kansas, the school finance lawsuit. What did the court say, and did it address the real and important issues with Kansas schools? Episode 37, broadcast March 30, 2014. View below, or click here to view on YouTube.
“Education reformers have a name for the resistance: the education ‘Blob.’ The Blob includes the teachers unions, but also janitors and principals unions, school boards, PTA bureaucrats, local politicians and so on.” (John Stossel, The Blob That Ate Children.)
In Kansas, we’re seeing the Blob at full activation, vigorously protecting its interests. The source of the Blob’s consternation is a bill in the Kansas Legislature that would add charter schools and tax credit scholarships to the educational landscape in Kansas. (Kansas does have charter schools at present, but the law is so stacked in favor of the Blob’s interests that there are very few charter schools.)
An example of a prominent spokesperson for the Blob is the Wichita Eagle’s Rhonda Holman. She recently wrote regarding Kansas school funding: “In the Kansas Speaks survey released last fall by the Docking Institute of Public Affairs at Fort Hays State University, two-thirds said they wanted to see more K-12 state funding.”
I don’t doubt that these results are accurate. The desire for good schools is nearly universal. But when we look at the beliefs of people, we find that they are, largely, uninformed and misinformed about the level of school spending. Kansas Policy Institute commissioned a survey that asked the public a series of questions on schools and spending. (See Citizens generally misinformed on Kansas school spending.) A key finding is that most people think that schools spend much less than actual spending, and by a large margin. Further, most people think spending has declined, when in fact it has risen. These finding are similar to other research commissioned by KPI, and additional surveys by other organizations at the national level.
Not surprisingly, when citizens and taxpayers learn the true level of school spending, their attitude towards school spending changes. That’s dangerous to school spending advocates — the Blob. It diminishes their most compelling arguments for more school spending — “it’s for the kids.”
The Eagle editorial board, along with the Kansas City Star, has been instrumental in misinforming Kansans about school spending. These newspapers continually use base state aid per pupil as the measure of schools spending, when in fact this is just a fraction of total spending on schools. (See Here’s why Kansans are misinformed about schools.)
The survey that Holman relies upon as evidence of the desire for more school spending didn’t ask — as far as I know — questions to see if respondents were informed on the issue. Even worse: Instead of seeking to educate readers on the facts, Holman resorts to demagoguery and demonizing, referring to “education reforms coveted by some conservatives and the American Legislative Exchange Council.” There, the two evils: Conservatives and ALEC, the substance of her argument.
Reform in Kansas
There are two reforms being talked about in Kansas that are popular in other states. Popular except with the Blob, that is.
One is a tax credit scholarship program. This lets corporations make contributions to organizations that would provide scholarships for students to attend private schools. The corporations would then receive credits against their income tax. The Blob opposes programs like this. The Blob says that these programs simply let students that are already in private or church schools have the state pay their tuition.
But the proposed law in Kansas this year, as in years past, contains these provision: For the scholarship program, students must qualify as “at-risk” students and be attending a school that qualifies as “title I,” a program that applies to schools with many students from low-income families.
Further, the student must have been enrolled in a public school before seeking a scholarship, unless the student is less than six years old.
Together these requirements rebut the argument of the Blob: That the scholarships are just a way for children already in private or church schools to get tax funds to pay for their schools. Instead, the law targets these scholarships at students from low-income households.
Another possible reform is charter schools. These are schools that are public schools and receive public funding, but operate outside the present education establishment and local school boards. The Blob objects to this because they say that without government oversight, charter schools aren’t held accountable. The Blob must forget that charter schools are accountable to parents of children, which is a higher standard than the accountability of government bureaucrats. Also, unlike the regular public schools, the government can’t force children to attend a charter school.
The Blob criticizes charter schools because they say they “cherry-pick” the best students, leaving public schools with the worst. Here’s what the proposed Kansas law says: “A public charter school shall enroll all students who wish to attend the school.” If more students apply than the school has space, students will be selected via lottery. In most areas that have charter schools, there are many more aspirants than available spaces, and students are chosen by lottery. That would undoubtedly be the case in Kansas.
The Blob says that charter schools pick only the students they want, and therefore lead to segregation. Here’s the proposed law: “A public charter school shall be subject to all federal and state laws prohibiting discrimination on the basis of disability, race, creed, color, gender, national origin, religion, ancestry or need for special education services.”
Here’s what the Blob really hates: “A public charter school shall be exempt from all laws and rules and regulations that are otherwise applicable to public schools in this state.” And also this: “Teachers in public charter schools shall be exempt from the teacher certification requirements established by the state board.”
The Blob values its rules and regulations that make work for its fleets of bureaucrats. Never mind that these regulations probably don’t increase student learning. That’s not the point.
And the political muscle of the Blob, the teachers unions? Well, charter school teachers usually aren’t unionized. The union is in favor of public schools only if the the teachers are in unions.
What the Blob won’t tell you
The Kansas Blob is proud of Kansas schools, partly because of scores on the National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card.” Kansas ranks pretty high among the states on this test. It’s important, however, to examine the results from a few different angles to make sure we understand the entire situation. An illustrative video is available here.
Data for the 2013 administration of the test was just released. I’ve gathered scores and made them available in a visualization that you can use at wichitaliberty.org. The most widely available NAEP data is for two subjects: reading and math, and for two grades, fourth and eighth. The video presents data for Kansas, Texas, and the average for national public schools. I choose to compare Kansas with Texas because for several reasons, Kansas has been comparing itself with Texas. So let’s look at these test scores and see if the reality matches what Kansas school leaders have said.
Looking at the data for all students, you can see why Kansas school leaders are proud: The line representing Kansas is almost always the highest.
NAEP makes data available by ethnic subtypes. If we present a chart showing black students only, something different appears. Now Texas is higher than Kansas in all cases in one, where there is a tie.
If we consider Hispanic students only: Texas is higher in some cases, and Kansas and Texas are virtually tied in two others. National public schools is higher than Kansas in some cases.
Considering white students only, Texas is higher than Kansas in three of four cases. In some cases the National public school average beats or ties Kansas.
So we have what seems to be four contradictory statements, but each is true.
- When considering all students: Kansas scores higher than Texas.
- Hispanic students only: Kansas is roughly equal to Texas.
- Black students only: Kansas scores below Texas.
- White students only: Kansas scores below Texas in most cases.
When you hear the Blob trumpet high Kansas test scores, does it also explain the nuances? No, of course not, But you can examine these test scores in an interactive visualization.
Kansas school standards
Another problem you won’t hear about from the Blob: Kansas has low standards for its schools. Even worse, at a time when Kansas was spending more on schools due to an order from the Kansas Supreme Court, the state lowered its already low standards for schools.
This is the conclusion of the National Center for Education Statistics, based on the most recent version of Mapping State Proficiency Standards Onto the NAEP Scales. NCES is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations, and is located within the U.S. Department of Education and the Institute of Education Sciences.
The mapping project establishes a relationship between the tests each state gives to assess its students and the National Assessment of Education Progress, a test that is the same in all states. As explained in Kansas school standards and other states, Kansas standards are relatively low, compared to other states. This video explains. (View below, or click here to view in HD at YouTube.)
For Kansas, here are some key findings. First, NCES asks this question: “How do Kansas’s NAEP scale equivalent scores of reading standards for proficient performance at grades 4 and 8 in 2009 compare with those estimated for 2005 and 2007?”
For Kansas, the two answers are this (emphasis added):
“Although no substantive changes in the reading assessments from 2007 to 2009 were indicated by the state, the NAEP scale equivalent of both its grade 4 and grade 8 standards decreased.”
Also: “Kansas made substantive changes to its reading grade 8 assessment between 2005 and 2009, and the NAEP scale equivalent of its grade 8 standards decreased. ”
In other words, NCES judged that Kansas weakened its standards for reading performance.