Tag: Education

  • Kansas teachers earn pension credit while working for union

    Kansas teachers earn pension credit while working for union

    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.

    KPERS audit imageIn 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.

  • Having raised taxes, could you give us a little access?

    Having raised taxes, could you give us a little access?

    The Wichita public school district has raised taxes substantially, but it’s still difficult to view the board meetings. Could we work out a deal?

    In August the board of USD 259, the Wichita public school district, raised property taxes. The mill levy will rise by 2.86, an increase of about five percent from its present level. The projected cost is an additional $33 per year for a home worth $100.000.

    That’s bad. What’s also bad is the district’s lack of respect for taxpayers. It’s difficult to view a meeting of the school board, which is a sign that the district prefers to operate in the shadows as much as possible.

    If you — a taxpayer to USD 259, and whose taxes you must pay to the school district have just been raised by five percent — would like to watch a meeting of the board of USD 259, the Wichita public school district, your options are few. You can attend the meetings in person. Or, if you subscribe to certain cable television systems, you can view delayed repeats of the meetings. But that’s it.

    Live and archived video of governmental meetings is commonplace, except for the Wichita public schools. Citizens must either attend the meetings, or view delayed broadcasts on cable TV.

    There’s a simple way to fix this. It’s called YouTube.

    When the Sedgwick County Commission was faced with an aging web infrastructure for its archived broadcasts, it did the sensible thing. It created a YouTube channel and uploaded video of its meetings. Now citizens can view commission meetings at any time on desktop PCs, tablets, and smartphones. This was an improvement over the old system, which was difficult to use and required special browser plug-ins. I could never get the video to play on my Iphone.

    Sometimes citizens have taken it upon themselves to post Wichita school board video on YouTube so that citizens and taxpayers may view meetings. Click for an example.
    Sometimes citizens have taken it upon themselves to post Wichita school board video on YouTube so that citizens and taxpayers may view meetings. Click for an example.
    The Wichita school district could do the same. In fact, the district already has a YouTube channel. Yes, it takes a long time to upload two or three hours of video to YouTube, but once started the process runs in the background without intervention. No one has to sit and watch the process.

    Earlier this year I asked why the district does not make video of its meetings available archived online. The district responded that it “has a long-standing commitment to the USD 259 community of showing unabridged recordings of regular Board of Education meetings on Cox Cable Channel 20 and more recently AT&T U-verse Channel 99.” The meetings are broadcast seven times starting the day after each meeting. Two of the broadcasts start at 1:00 am.

    Showing meetings delayed on cable TV is okay. It was innovative at one time. But why aren’t meetings shown live? What if you can’t watch the meeting before it disappears from the broadcast schedule after a week? What if you don’t have Cox or AT*T U-verse? What if you want to watch meetings on your computer, tablet, or smartphone? I don’t think the fact that meetings are on cable TV means they can’t also be on YouTube.

    Throw the taxpayers a bone, please.

  • Kansas schools ask to fund extraordinary needs

    Kansas schools ask to fund extraordinary needs

    Asking taxpayer-funded entities whether they are operating efficiently is a perfectly legitimate question that, frankly, should be the starting point of every budget discussion. That some find it offensive is indication that the issue should be much more aggressively pursued across government, writes Dave Trabert of Kansas Policy Institute.

    Extraordinary needs … or wants?

    By Dave Trabert, Kansas Policy Institute.

    Thirty-eight school districts have applied for additional state aid from the Extraordinary Needs fund based on increased enrollment, reduced property values, loss of state aid (just Hutchinson) and the reactivation of two refugee resettlement agencies in Wichita by the U.S. Office for Refugee Resettlement. The State Finance Council will decide whether — or the extent to which — each case merits additional funding from state taxpayers.

    Several members of the Finance Council asked the applicants to provide information about steps taken to make their district operate more efficiently, to which some school districts, legislators and media responded with various forms of criticism. Asking taxpayer-funded entities whether they are operating efficiently is a perfectly legitimate question that, frankly, should be the starting point of every budget discussion; that some find it offensive is indication that the issue should be much more aggressively pursued across government. 

    Kansas Policy Institute gathered the following data to help citizens make their own determinations, and even more information is available in our 2015 Public Education Fact Book. We requested a copy of each applicant’s Budget at a Glance for the current year from those who didn’t already have it posted to their web site in order to compare their current year budget with actual spending from prior years. We were only able to collect data on 21 of the 38 districts; remarkably, 8 applicants said their budget wasn’t finalized so the data wasn’t available. Seven applicants had the data but five of them would not provide it and two said they couldn’t provide it because those with access were away from the district. We were unable to get a response from the other two.

    Some interesting information is found in the data shared by the 21 applicants, including:

    • 17 districts are budgeting more than an inflationary increase
    • 9 districts are budgeting more than a 10% increase
    • 10 districts plan to increase Administration more than Instruction.

    Complete information on the applicants that provided information (dollar amounts by category including Capital, Debt Service and Total) can be downloaded here. The spreadsheet also shows the amounts each district received in block grant-equivalent funding for FY 2014 and the amounts for FY 2015 through FY 2017 as calculated by the Department of Education.

    Kansas City’s 57% increase in Administration amounts to $15.7 million, which is ironically about the same amount that applicants are collectively requesting in Extraordinary Needs funding. A Legislative Post Audit efficiency study conducted in 2013 found that Kansas City was paying well above market for many positions and it appears that that may still be true.

    The adjacent table is a sampling from the district’s payroll listing for the 2015 school year obtained through an Open Records request. Work of this nature could be outsourced at much better prices, with the savings made available for Instruction. 

    Kansas City may be somewhat of an extreme example but it is very common for districts to have work performed by district employees that could be more efficiently outsourced. This is just one example of valid questions that should be asked of districts that are requesting additional aid. 

    Allocation of resources to teaching and non-teaching positions would be another valid line of inquiry. Classroom teacher employment over the last ten years has outpaced enrollment in many cases and non-teacher employment has grown even faster. This is not to say that the relationship should be the same in every case, as there are a number of legitimate reasons for some degree of variance.  But the raw data — available here — allows for additional benchmarking that indicates opportunities more efficient staffing levels.

    It would also be pertinent to ask applicants whether they provide lucrative payouts to employees who terminate or retire. The Blue Valley superintendent received a one-time payment for deferred compensation of $328,591 last year; the cost of that alone is significant but it could also dramatically increase his pension .. for life. The Shawnee Mission Assistant Superintendent collected $132,614 for unused sick leave and vacation upon retirement and could also collect additional pension as a result. Kansas City told us that the position of Chief Human Resources Officer was eliminated but his contract had to be paid out, which accounts for the large increase last year. 

    Local school boards make these decisions to provide lucrative payouts but taxpayers all across Kansas pick up part of the tab, as there is no separation between what is paid with state and local tax dollars on items of this nature.

    School districts may have made some spending adjustments but they are still organized and operating rather inefficiently according to Legislative Post Audit and other information. It would be appropriate for any grant of extraordinary aid to be conditional upon a commitment to implement substantive measures to implement specific operating efficiencies, including outsourcing to regional service centers and the private sector as appropriate.

  • Kansas school standards found lower than in most states

    Kansas school standards found lower than in most states

    A second study finds that Kansas uses low standards for evaluating the performance of students in its public schools.

    What is the relative strength of weakness of the standards your state uses to evaluate students? A new study provides answers to this question. The report is Why Proficiency Matters. It is a project of the Foundation for Excellence in Education.

    This study is important because the most widely-reported source of data about student achievement is a state’s own assessment tests. But there are problems, as explained in the report:

    A proficiency cut score is an actual number (score) on an assessment that draws the line determining where a student is proficient. States use different tests and set different proficiency cut scores to determine the proficiency level for knowledge and skill mastery. When proficiency cut scores are set too low, it conveys a false sense of student achievement.

    Each state has its own tests, and each state sets the bar for what is considered “proficient,” as well as for other descriptive measures such as “basic.” It’s not surprising that states vary in the rigor of their standards:

    The difference between NAEP and individual states’ proficiency expectations are wide and varied. Therefore, state-reported proficiency is not equivalent to proficiency on NAEP. This is referred to as the “proficiency gap”. States with large proficiency gaps are setting the bar too low for the proficiency cut score, leading parents and teachers to believe students are performing better than they actually are.

    This study looks at the results students on tests in each state and compares them to a national standard, the National Assessment of Educational Progress (NAEP). By doing so, the study evaluates the strength or rigor of the standards used by each state. This does not judge the actual performance of the student. Rather, it assesses the decisions made by the state’s school administration as to what standards they will hold students.

    This is not the only effort to assess state standards. The National Center for Education Statistics (NCES), which is part of the U.S. Department of Education, also performs a similar analysis. See Kansas school standards evaluated.

    Results for Kansas

    The results of the analysis show that Kansas holds students to low standards of achievement. Kansas says students are “proficient” at a very low level of accomplishment, relative to other states. This is consistent with the separate analysis performed by National Center for Education Statistics.

    These are the findings for Kansas:

    Grade 4 reading: Kansas standards are ranked 39 out of 50 states.
    Grade 8 reading: 45 of 50 states.
    Grade 4 math: 36 of 50 states.
    Grade 8 math: 36 of 50 states.

  • Intellectuals vs. the rest of us

    Intellectuals vs. the rest of us

    Why are so many opposed to private property and free exchange — capitalism, in other words — in favor of large-scale government interventionism? Lack of knowledge, or ignorance, is one answer, but there is another. From August 2013.

    brain-diagram-cartoonAt a recent educational meeting I attended, someone asked the question: Why doesn’t everyone believe what we (most of the people attending) believe: that private property and free exchange — capitalism, in other words — are superior to government intervention and control over the economy?

    It’s question that I’ve asked at conferences I’ve attended. The most hopeful answer is ignorance. While that may seem a harsh word to use, ignorance is simply a “state of being uninformed.” That can be cured by education. This is the reason for this website. This is the reason why I and others testify in favor of free markets and against government intervention. It is the reason why John Todd gives out hundreds of copies of I, Pencil, purchased at his own expense.

    But there is another explanation, and one that is less hopeful. There is an intellectual class in our society that benefits mightily from government. This class also believes that their cause is moral, that they are anointed, as Thomas Sowell explains in The vision of the anointed: self-congratulation as a basis for social policy: “What all these highly disparate crusades have in common is their moral exaltation of the anointed above others, who are to have their very different views nullified and superseded by the views of the anointed, imposed via the power of government.”

    Murray N. Rothbard explains further the role of the intellectual class in the first chapter of For a New Liberty: The Libertarian Manifesto, titled “The Libertarian Heritage: The American Revolution and Classical Liberalism.” Since most intellectuals favor government over a market economy and work towards that end, what do the intellectuals get? “In exchange for spreading this message to the public, the new breed of intellectuals was rewarded with jobs and prestige as apologists for the New Order and as planners and regulators of the newly cartelized economy and society.”

    There it is: Planners and regulators. We have plenty of these at all levels of government, and these are prime examples of the intellectual class. Is it any wonder that the locus of centralized planning in south-central Kansas — sustainable communities — is at a government university?

    As Rothbard explains, intellectuals have cleverly altered the very meaning of words to suit their needs:

    One of the ways that the new statist intellectuals did their work was to change the meaning of old labels, and therefore to manipulate in the minds of the public the emotional connotations attached to such labels. For example, the laissez-faire libertarians had long been known as “liberals,” and the purest and most militant of them as “radicals”; they had also been known as “progressives” because they were the ones in tune with industrial progress, the spread of liberty, and the rise in living standards of consumers. The new breed of statist academics and intellectuals appropriated to themselves the words “liberal” and “progressive,” and successfully managed to tar their laissez- faire opponents with the charge of being old-fashioned, “Neanderthal,” and “reactionary.” Even the name “conservative” was pinned on the classical liberals. And, as we have seen, the new statists were able to appropriate the concept of “reason” as well.

    We see this at work in Wichita, where those who advocate for capitalism and free markets instead of government intervention are called, in the case of Wichita Mayor Carl Brewer and Wichita Eagle editorial writer Rhonda Holman, “naysayers.”

    The sad realization is that as government has extended its reach into so many areas of our lives, to advocate for liberty instead of government intervention is to oppose many things that people have accepted as commonplace or inevitable. To advocate that free people should trade voluntarily with other free people — instead of forming a plan for them — is to be dismissed as “not serious.”

    Rothbard further explains the role of intellectuals in promoting what they see as the goodness of expansive government:

    Throughout the ages, the emperor has had a series of pseudo-clothes provided for him by the nation’s intellectual caste. In past centuries, the intellectuals informed the public that the State or its rulers were divine, or at least clothed in divine authority, and therefore what might look to the naive and untutored eye as despotism, mass murder, and theft on a grand scale was only the divine working its benign and mysterious ways in the body politic. In recent decades, as the divine sanction has worn a bit threadbare, the emperor’s “court intellectuals” have spun ever more sophisticated apologia: informing the public that what the government does is for the “common good” and the “public welfare,” that the process of taxation-and-spending works through the mysterious process of the “multiplier” to keep the economy on an even keel, and that, in any case, a wide variety of governmental “services” could not possibly be performed by citizens acting voluntarily on the market or in society. All of this the libertarian denies: he sees the various apologia as fraudulent means of obtaining public support for the State’s rule, and he insists that whatever services the government actually performs could be supplied far more efficiently and far more morally by private and cooperative enterprise.

    The libertarian therefore considers one of his prime educational tasks is to spread the demystification and desanctification of the State among its hapless subjects. His task is to demonstrate repeatedly and in depth that not only the emperor but even the “democratic” State has no clothes; that all governments subsist by exploitive rule over the public; and that such rule is the reverse of objective necessity. He strives to show that the very existence of taxation and the State necessarily sets up a class division between the exploiting rulers and the exploited ruled. He seeks to show that the task of the court intellectuals who have always supported the State has ever been to weave mystification in order to induce the public to accept State rule, and that these intellectuals obtain, in return, a share in the power and pelf extracted by the rulers from their deluded subjects.

    And so the alliance between state and intellectual is formed. The intellectuals are usually rewarded quite handsomely by the state for their subservience, writes Rothbard:

    The alliance is based on a quid pro quo: on the one hand, the intellectuals spread among the masses the idea that the State and its rulers are wise, good, sometimes divine, and at the very least inevitable and better than any conceivable alternatives. In return for this panoply of ideology, the State incorporates the intellectuals as part of the ruling elite, granting them power, status, prestige, and material security. Furthermore, intellectuals are needed to staff the bureaucracy and to “plan” the economy and society.

    The “material security,” measured in dollars, can be pretty good, as shown by these examples: The Wichita city manager is paid $185,000, the Sedgwick county manager is paid $175,095, and the superintendent of the Wichita school district is paid $224,910.

  • Kansas school funding growing faster than inflation

    Kansas school funding growing faster than inflation

    Kansas school funding has been growing much faster inflation and enrollment, but for some, it will never be enough, and they will continue to use taxpayer money to press their monetary demands, writes Dave Trabert of Kansas Policy Institute.

    Even by KASB standards, school operating spending is $3.9 billion ahead of inflation

    By Dave Trabert

    A recent blog post by the Kansas Association of School Boards (KASB) Associate Executive Director Mark Tallman says “Total school district funding is, in fact, at an all-time high, expected to top $6.1 billion this year” but “… the part of school funding available for day-to-day operating costs is not keeping up with inflation and enrollment.” There are several misleading aspects to his statement and the data does not support the intended message, but let’s first give credit for the courage to contradict education officials who say funding has been cut. Bravo!

    KASB’s definition of operating costs does not comport with the official definition used by the Kansas Department of Education or the U.S. Department of Education1, but for the sake of argument, let’s say that it’s correct. Let’s also assume that their definition of current operating funding represents the amount needed to efficiently operate schools and achieve the required outcomes, even though the facts refute any such claim.

    By increasing the KASB-defined operating spending for inflation (the calculation for 2006 is $6,928 times (191.41 ÷ 185.14) = $7,162), we find that schools received a lot more money each year than if KASB’s 2005 amount had been increased each year for inflation. The margin of difference is getting closer over the next two years (if one doesn’t count all of the funding), but funding will have exceeded inflation by almost $3.9 billion since 2005.

    KASB uses a different methodology in their inflation analysis. They show prior years’ spending in 2014 inflation-adjusted (constant) dollars; i.e., $X spending in 2014 has the same buying power as $Y in prior years. That methodology is common for restating buying power but it is irrelevant to the question of whether schools are or have been adequately funded.

    The Kansas Constitution says the legislature must make suitable provision for the finance of public education; it does not say that schools must be given whatever they want to spend or that efficient use of taxpayer money cannot be taken into account. The honest truth is that no one knows what schools need to achieve the necessary outcomes while making efficient use of taxpayer money, because no such analysis has ever been undertaken in Kansas. We do know, however, that every Legislative Post Audit has found schools to be operating inefficiently and school superintendents openly acknowledge that they choose to spend more than is necessary in many circumstances. We also know that school districts haven’t even spent all of the money they’ve received over the last ten years, as about $400 million has been used to increase operating cash reserves.

    There may be ways to demonstrate that today’s funding has less buying power than a particular point in time but that doesn’t mean that each year’s funding didn’t keep up with inflation and enrollment — as shown above, per-pupil funding as defined by KASB was $3.9 billion more than an inflationary increase.

    The gap is even greater for total funding, which would have been $6 billion less over the last ten years if per-pupil funding for the 2005 school year had been increased each year for inflation. School districts received large funding increases beginning in 2006 from a Supreme Court Montoy ruling based on a cost study that has since been abandoned by the Supreme Court in Gannon.

    The Shawnee County District Court may believe that schools are not adequately funded, but they ignored the Kansas Supreme Court in arriving at what amounts to little more than a political perspective. School funding has been growing much faster inflation and enrollment, but for some, it will never be enough … and they will continue to use taxpayer money to fund KASB justifications (and attorneys) for their monetary demands.

     

    1KSDE and the U.S. Department of Education say operating expenditures “…do not include equipment (700 object codes), Capital Outlay or Bond & Interest. [700 object codes include expenditures for acquiring fixed assets, including land or existing buildings; improvements of grounds; initial equipment; additional equipment; and replacement of equipment.]”  The KASB definition also excludes Food Service and employee retirement costs but they don’t disclose that their definition is not the official definition and it also does not comport with the Kansas Supreme Court, which says all funding sources, including retirement costs, should be considered as part of adequate funding.

  • Public radio ignores facts, pushes rhetoric on Kansas school funding

    A Kansas radio news reporter seems not to care about reporting facts about Kansas school spending. Dave Trabert of Kansas Policy Institute reports.

    Public radio ignores facts, pushes rhetoric on school funding

    By Dave Trabert

    The latest attempt to undermine Kansas tax reform comes from KCUR-FM and National Public Radio: “Huge income tax cuts have led to … shrinking classroom budgets for public schools.” That statement might make a captivating movie ad but the film would be classified as fiction.

    The Kansas Department of Education says school funding last declined by 0.045% in the 2011 school year and has increased every year since. To put that tiny reduction in perspective, it’s the equivalent of cutting spending from $1,000.00 to $999.55. Income tax cuts hadn’t even been proposed at that point and didn’t go into effect for another eighteen months. Tax reform had nothing to do with the 2011 reduction in school funding, but why let facts get in the way of a popular tale.

    The final numbers aren’t in yet, but funding for the 2015 school year just ended is estimated at about $6.1 billion and more than $13,000 per student. That would be the fourth consecutive record for total funding and the third consecutive record for per-student funding, using data from the Kansas Department of Education and the Kansas Division of the Budget.

    Why do KCUR and NPR say school budgets are “slashed” and “shrinking” given this data? Because school officials say so. Seriously. No data was cited — just statements made by school officials.

    The first story on KCUR-FM ran on July 2 and included this false statement: “The Legislature has cut classroom funding.” First of all, the Legislature does not set classroom funding and there is no official definition of ‘classroom funding;’ the amount that goes to Instruction (defined by the Department of Education) is determined by each local school board. On average, school districts spend about 55 cents of every education dollar on Instruction — and that ratio has remained about the same since 2005 even though total funding increased by nearly $2 billion.

    Secondly, the Legislature increased funding. Administrators may not be getting as much funding as they want (in government parlance that is a “cut”) but KSDE data shows block grant funding increased last year by $142.2 million without counting KPERS and increased another $4.5 million this year. (The spreadsheets are no longer on the KSDE site but we have them for anyone interested.)

    I shared this information with KCUR reporter Sam Zeff but the data apparently didn’t matter to him. He said KSDE Deputy Commissioner Dale Dennis told the court that schools were getting less money and superintendents say they are getting less money, so that’s all the proof he needed. But school officials’ claims are based on getting less money than they want or feel they are entitled to receive … school officials are not saying that they are getting less money than they actually received in the previous year, but that is the message they want to send.

    For example, USD 259 said the block grants cut their funding by $4.8 million last year but the district’s chief financial officer said spending was expected to increase by $87 million, or 14 percent. Only government could call that a “cut.” (See here for details.)

    The reporter was even given an email from Dale Dennis (also documented in a KPI Blog post), confirming that school funding increased last year.

    Mr. Zeff agreed to get together and look at the KSDE data but that meeting never occurred. Two days later, another version of the story ran on NPR’s “All Things Considered.” And just to make sure listeners got the message, there were four false references to school funding “shrinking” or being “slashed.” That story also falsely said the Kansas Legislature “…stripped teachers of tenure.” No such thing occurred. The Legislature merely said ‘due process’ procedures associated with efforts to remove a teacher would be determined by individual school districts rather than be mandated by state law. If any districts actually eliminated due process, it must be a well-kept secret; we can’t find any media stories citing elimination of due process and inquiries to various education organizations produced no results in that regard.

    There was another breach of sound journalistic principles in both stories — no alternate views were included. Both stories dealt with opinions on the perceived ramifications of political actions but only one viewpoint was presented.

    Reporters should be able to rely on school officials to make clear, factual statements but that still is no substitute for actual examination of hard data and the inclusion of multiple viewpoints in these plainly political stories.

  • The real free lunch: Markets and private property

    The real free lunch: Markets and private property

    As we approach another birthday of Milton Friedman, here’s his article where he clears up the authorship of a famous aphorism, and explains how to really get a free lunch. Based on remarks at the banquet celebrating the opening of the Cato Institute’s new building, Washington, May 1993.

    I am delighted to be here on the occasion of the opening of the Cato headquarters. It is a beautiful building and a real tribute to the intellectual influence of Ed Crane and his associates.

    I have sometimes been associated with the aphorism “There’s no such thing as a free lunch,” which I did not invent. I wish more attention were paid to one that I did invent, and that I think is particularly appropriate in this city, “Nobody spends somebody else’s money as carefully as he spends his own.” But all aphorisms are half-truths. One of our favorite family pursuits on long drives is to try to find the opposites of aphorisms. For example, “History never repeats itself,” but “There’s nothing new under the sun.” Or “Look before you leap,” but “He who hesitates is lost.” The opposite of “There’s no such thing as a free lunch” is clearly “The best things in life are free.”

    And in the real economic world, there is a free lunch, an extraordinary free lunch, and that free lunch is free markets and private property. Why is it that on one side of an arbitrary line there was East Germany and on the other side there was West Germany with such a different level of prosperity? It was because West Germany had a system of largely free, private markets — a free lunch. The same free lunch explains the difference between Hong Kong and mainland China, and the prosperity of the United States and Great Britain. These free lunches have been the product of a set of invisible institutions that, as F. A. Hayek emphasized, are a product of human action but not of human intention.

    (more…)

  • Wichita schools could increase engagement at no cost

    Wichita schools could increase engagement at no cost

    The Wichita public school district could boost its engagement with citizens with a simple step that would add no cost.

    If you’d like to watch a meeting of the board of USD 259, the Wichita public school district, your options are few. You can attend the meetings in person. Or, if you subscribe to certain cable television systems, you can view delayed repeats of the meetings. But that’s it.

    Live and archived video of governmental meetings is commonplace, except for the Wichita public schools. Citizens must either attend the meetings, or view delayed broadcasts on cable TV.

    There’s a simple way to fix this. It’s called YouTube.

    When the Sedgwick County Commission was faced with an aging web infrastructure for its archived broadcasts, it did the sensible thing. It created a YouTube channel and uploads video of its meetings. Now citizens can view commission meetings at any time on desktop PCs, tablets, and smartphones. This was an improvement over the old system, which was difficult to use and required special browser plug-ins. I could never get the video to play on my Iphone.

    The Wichita school district could do the same. In fact, the district already has a YouTube channel. Yes, it takes a long time to upload two or three hours of video to YouTube, but once started the process runs in the background without intervention. No one has to sit and watch the process.

    Earlier this year I asked why the district does not make video of its meetings available archived online. The district responded that it “has a long-standing commitment to the USD 259 community of showing unabridged recordings of regular Board of Education meetings on Cox Cable Channel 20 and more recently AT&T U-verse Channel 99.” The meetings are broadcast seven times starting the day after each meeting. Two of the broadcasts start at 1:00 am.

    I was also told “The district does not archive complete Board meetings on the Web site because of file size and bandwidth.” YouTube takes care of that problem at no cost. As it turns out, the district does have some material from board meetings available on its website. This is welcome. But not complete meetings, and what’s there is supplied in a non-streaming format.

    Showing meetings delayed on cable TV is good. It was innovative at one time. But why aren’t meetings live? What if you can’t watch the meeting before it disappears from the schedule after a week? What if you don’t have Cox or AT&T U-verse? What if you want to watch meetings on your computer, tablet, or smartphone? I don’t think the fact that meetings are on cable TV means they can’t also be on YouTube.

    It’s just an idea.